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Scooped by Paul Oliveri

New Wordpress Plugin Lets You Build Your Own Online School - Edudemic

New Wordpress Plugin Lets You Build Your Own Online School - Edudemic | elearningsirencall | Scoop.it
Ever wanted to build your own online school? A new Wordpress plugin called Sensei by WooThemes might be a good place to start.
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Rescooped by Paul Oliveri from Digital Literacies information sources

The missing guide to a Google a Hangouts

The missing guide to a Google a Hangouts | elearningsirencall | Scoop.it


Via Fiona Harvey
Fiona Harvey's curator insight, July 6, 2014 2:58 PM
For anyone who uses Google Hangouts this has been written by those using it regularly
Rescooped by Paul Oliveri from APRENDIZAJE

Bloom's revised Taxonomy with verbs!

Bloom's revised Taxonomy with verbs! | elearningsirencall | Scoop.it
  Need some extra verbs? Here you go!           ~Mia

Via Marta Torán
Anna Singer's curator insight, January 22, 2016 1:30 PM
Great visual reference when designing lessons.
Jim Lerman's curator insight, August 20, 2016 12:55 PM

I'm on a personal campaign to add 2 levels above Creating to Bloom's Cognitive Taxonomy (don't forget he wrote about 3 domains of learning...Cognitive, Affective, and Psychomotor). I believe our field tends to overemphasize the Cognitive domain at the expense of the other 2, and to the detriment of learners.


Anyhow, the 2 levels above Creating that I'm concerned about are: Reflecting and Sharing. My reasoning goes like this:



Reflecting Once we go through all 6 levels (and they are not hierarchical, a learning sequence can start or end with any of them), if we want students to enhance their metacognition, it is important for us to build in reflective experiences. Such experiences enhance students' abilities to be more self-aware of how they learn and the strategies that do or don't work well for them.

Sharing - We teachers often remark that our knowledge of a particular topic solidifies when we teach it to someone else...the act of sharing brings out our awareness of nuances, relationships, perceptions, modes of expression/communication, and our interpersonal skills of working with others; all things that are very important to people's success in our current era. Our students deserve to become proficient in sharing effectively.


My 2 cents.

Steve Whitmore's curator insight, August 22, 2016 8:43 AM
Could these verbs be worked into Socio-Emotional Learning Goals and Objectives? 
Scooped by Paul Oliveri

6 Ways Color Psychology Can Be Used to Design Effective eLearning

6 Ways Color Psychology Can Be Used to Design Effective eLearning | elearningsirencall | Scoop.it
Here're some ways in which you can use color when designing eLearning courses by taking physiological and psychological effects into consideration.
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Rescooped by Paul Oliveri from Transformative Learning

Why Scoopit Is Becoming An Indispensable Learning Tool

Why Scoopit Is Becoming An Indispensable Learning Tool | elearningsirencall | Scoop.it
Why Scoopit Is Becoming An Indispensable Learning Tool

Via Cheryl Belbin, Channylt
Nicole Kotoski's comment, April 7, 2014 11:17 PM
I have to agree. It is a great learning tool but I think it needs a little more oganisation. Or maybe it is that I am a 'Newbie" at it. I like the collaborative nature of it and believe that in an online learning environment it certainly has its benefits.
Paul Oliveri's comment, April 8, 2014 4:33 PM
I have to agree with Cheryl on this one. For me Scoopit is definitely transformative. Personally I love being able to collate subject material into the one visually appealing location. It’s easy to find, crosses the differing platforms with ease and is a familiar interface for myself and my students.<br>It’s ease of collaboration either synchronously (whilst delivering a blackboard collaborate session) or asynchronously is invaluable. <br>I have plans in place to use this technology in the same way Wendy has with this course. Search, collate, share, reflect, compare and reflect again. This is yet another way for us to remove transactional distance for our students.<br>This allows connection and engagement whether the student is in downtown Tokyo or CAAAIRNS MATE!<br>
Suzy Romanelli's curator insight, April 9, 2014 11:24 AM
As Cheryl, this tool is new to me as well. I have found a multitude of information on e-learning. Information can be viewed, filtered and a decision made as to the importance of my needs. In my context I believe this tool will bring a redefinition to the learning experience in my online learning. One of the issues that colud be faced with these introduction of these tools is students struggling with technology or unwillingness to establish profiles in many different online applications.
Scooped by Paul Oliveri

Connectivism - YouTube

Video Scribe Project
Paul Oliveri's insight:

As this is the second connectivism resource I’ve scooped I'm feeling like a theory junkie or zealot. What resonated about this resource was simply the outline of the diversity of resources available to students, (Youtube, expert opinion articles, facebook etc. etc.).  There are many more but I won't labour the point.

As a facilitator I support many of these but a recent experience I had showed me it’s all about the student’s paradigm. I had sourced (what I considered) a spectacular lecture series from a world leading subject matter expert for the week’s session. When an undergraduate myself I don’t want to admit the lengths I would have gone, to see these sessions.


To cut a long story short, they weren’t appreciated as I hadn’t played the ‘Sage on Stage’ role for the week.


While I’ve facilitated many of my personal learnings from open source material on the web, I can also see the double edged sword aspect. On one side there is the world leading subject matter expert delivering engaging, entertaining content on which students are easily able to make connections, the other is the seedy side of misinformation or misdirection.


The learnings gained through these platforms can be transformative but again I’m back to my role which is, to assist the students to sort it as best I can.

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Scooped by Paul Oliveri

An investigation into the affordances of Google Hangouts for possible use in synchronous online learning environments

An investigation into the affordances of Google Hangouts for possible use in synchronous online learning environments | elearningsirencall | Scoop.it
Online education is growing with considerable speed and now accounts for a significant proportion of student enrollment at institutions of higher education in the United States. Despite the popularity of online education, there are concerns related
Paul Oliveri's insight:

Teaching 90% of my course via distance means using a mix of technology to overcome the learner's 'sense of distance'.  Whilst this article is more of a comparison article of Google Hangouts to other platforms such as Blackboard (the one I use the most) it also briefly discusses transactional distance theory, social presence and social and cognitive processes involved in using these technologies.  This resonated with me.  As far as transactional distance goes, I try to minimise it greatly.  Tools used to reduce transactional distance include blackboard (for group work, presentations  and in a flipped classroom style), email, SMS and God forbid good old phone communication.  A distance student can feel overworked, overwhelmed and confused but never alone.  Technology is just a tool.

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Rescooped by Paul Oliveri from Learning & Technology News

Curation as a tool for teaching and learning

What is curation anyway, and how can it be used as a tool for student and teacher learning? This essay will investigate what curation is and the different contexts it is used in. Why is it important; who are the curators, what motivates them and what makes a great curator? What processes and tools are used for curation and what digital literacies are required for successful curation? It will conclude with an investigation into ways teachers can use curation both with and for their students and as a tool for their own professional learning and a brief look at some curation tools.

Via Nik Peachey
Yvonne Middelkoop's curator insight, July 21, 2014 2:17 AM

Who are the curators, what motivates them and what makes a great curator?

Alfredo Corell's curator insight, July 23, 2014 2:01 PM

Nice essay about curation. A useful example of using storify

Ness Crouch's curator insight, April 4, 2015 10:13 PM

Excellent article. Worth a read to clarify the importance of content curation. 

Rescooped by Paul Oliveri from Information and digital literacy in education via the digital path

8 New Educational Web Tools for Teachers ~ Educational Technology and Mobile Learning

8 New Educational Web Tools for Teachers ~ Educational Technology and Mobile Learning | elearningsirencall | Scoop.it

Below is a list of some of the best new educational web tools I have bookmarked during the last couple of weeks. These tools have already been reviewed by different edubloggers.


[Web tools are:

Slidebean, Sliderule, Booktrack, Comment bubble, Zaption, PatriciPoll, Listango, Clipix ]

Via Elizabeth E Charles
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Rescooped by Paul Oliveri from Digital Delights - Digital Tribes

The 15 Punctuation Marks in Order of Difficulty - Infographic

The 15 Punctuation Marks in Order of Difficulty - Infographic | elearningsirencall | Scoop.it
Ever wonder why you can't figure out when and where to stick a comma? It's probably because commas, by far, have more rules and applications than any other punctuation mark. But why do so many people use the semicolon incorrectly? Comparatively, it should be one of the easiest punctuation marks to master. And why doesn't anybody seem to use the en dash?

Via Ana Cristina Pratas
Scott Holcomb's curator insight, June 11, 2014 2:10 PM

I still need this!?!

niftyjock's curator insight, June 16, 2014 1:57 AM

Finally an infographic tool I can use!

Chad C. Rogers's curator insight, June 20, 2014 9:12 AM

Of note. 

Scooped by Paul Oliveri

Teaching in the Digital Age: Pedagogy Wheel - A new twist on Bloom's Taxonomy

Paul Oliveri's insight:

Pedagogy Pin wheel 

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Rescooped by Paul Oliveri from eLearning Matters

Blooms, SAMR & the 3 C's - iSupport

Blooms, SAMR & the 3 C's - iSupport | elearningsirencall | Scoop.it
All the iPad apps you'll ever need. Aligned to Blooms Taxonomy and SAMR

Via Cheryl Belbin
Paul Oliveri's insight:

Like Cheryl I found this to be thought provoking.

Mapping ipad apps against Bloom, SAMR and the 3 Cs reminds me of how much potential this little device has but it all comes back to the learner as to how this technology is utilised. Many learners may be content with using the device at a simple substitution or at best augmentation level and I’m not generalising according to age bracket.


The way in which I use this in my teaching is at multiple levels within the SAMR model. There are weekly lectures and resources which may be at the substitution/Augmentation level but there are also weekly collaboration sessions at the Modification/Redefinition level.


In my courses the ipad also has a role in authentic assessment as the learner uses the camera and apps such as imovie to video, edit and upload footage of themselves assessing simulated patients. This is indeed transformative and able to happen from anywhere in the world the student has a wireless connection.


Previously this style of assessment was conducted live in front of an assessor.


Nicole Kotoski's comment, March 30, 2014 11:08 PM
Thanks Cheryl. I found this very iteresting and am looking forward to finding futher information. As a Primary teacher this is very relevant as Blooms Taxonomy is very much used within this environment. The meshing of both is something I will explore further!
Channylt's comment, April 11, 2014 1:39 AM
This is a informative and useful info graphic that aligns Blooms taxonomy/SAMR model to iPad apps this is useful for teachers and learning designers in building digital toolkits aligned to Blooms taxonomy or to phases/stages on the SAMR model, we can use the iPad apps identifies or add new apps to this model and build on a tool kit that will support your learning outcomes, teaching/design methodology. 21st century learning/teaching should embrace technology that fits in at all SAMR levels as technology is ubiquitous and digital literacy, engaging in the online world and being a good digital citizen should be an important life long skill that we are also teaching learners today.
Karen Barlow's curator insight, April 11, 2014 6:53 AM

ipads and the millions of apps out there, as I and many others have proposed are a great tool.

Rescooped by Paul Oliveri from eLearning Design

The Maker Movement and the Rebirth of Constructionism - Hybrid Pedagogy

The Maker Movement and the Rebirth of Constructionism - Hybrid Pedagogy | elearningsirencall | Scoop.it
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age. 


Educational theory and practice have begun to appear more frequently in the popular press. Terms such as collaborative learning, [http://oregonstate.edu/instruct/comm440-540/CL2pager.htm ] project-based learning, [ http://www.edutopia.org/project-based-learning] metacognition, [ https://teal.ed.gov/tealGuide/metacognitive ] inquiry-based learning, [ http://www.inquirybasedlearning.org/?page=What_is_IBL ] and so on, might be new to some audiences, but they have a relatively long and well-documented history for many educators. The most widely-known and promising pedagogical approach is constructivism [http://www.edpsycinteractive.org/topics/cognition/construct.html ] grounded on the work of Piaget,  [ http://www.piaget.org/aboutPiaget.html ] Vygotsky, [http://www.simplypsychology.org/vygotsky.html ] and Bruner [http://infed.org/mobi/jerome-bruner-and-the-process-of-education/ ]. Given how it has transformed my own understanding of pedagogy, teaching, and learning, constructionism [ http://www.edpsycinteractive.org/topics/cognition/construct.html ] seems ripe for a similar resurgence — like a phoenix rising from the ashes of Taylorization and standardized testing.

Via Elizabeth E Charles, Channylt
Paul Oliveri's insight:

Constructionism, constructivism, learner centred, authentic, real world, active process, problem based, integration of technology in an authentic way and most importantly transformative.


With 63 scoopit interactions this article obviously resonates with the broader education community.


How do I use these principles to facilitate someone becoming a Paramedic via the distance mode of learning. I use technology to create learner centred, authentic and problem based activities to facilitate their learning.

This may be having the student develop a video of their interactions with simulated patients, participate in lecturer facilitated collaborative exercises (synchronous and asynchronous) or collaborating in groups with their peers in both synchronous and asynchronous activities.

All of the interactions were previously done in a live environment. Today technology is just the vessel for which these interactions occur.


Me I’m still just one of many resources available to them.

Ivon Prefontaine, PhD's curator insight, March 5, 2014 1:20 PM

When students write for teachers they are writing up hill is an interesting way of understanding teaching and learning. I agree with the fundamental principal learning is for the student. It likely happens in the company of others, but it is personal and in that respect emancipating.

Agron S. Dida's curator insight, March 6, 2014 2:42 AM

From inside the article: "Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products."

Channylt's curator insight, April 3, 2014 5:51 AM

A great article about Constructionism a hybrid pedagogy - a theory based upon collaborative, project-based and student ownership of learning resulting in a learning that is largely 'constructed' by the learner themselves. 

Rescooped by Paul Oliveri from EDEL subject scoops

Nuts and Bolts: Spaces by Jane Bozarth : Learning Solutions Magazine

Nuts and Bolts: Spaces by Jane  Bozarth : Learning Solutions Magazine | elearningsirencall | Scoop.it

"There's an entire floor dedicated to simulation" 

"The sixth floor was left unfinished in anticipation of … needs that have not yet been anticipated."

"...keep in mind: Duke waited 80 years for this. "

Via Anthea Arkcoll
Marina Cousins's curator insight, April 6, 2014 2:46 AM

This type of learning is predominately in hospitals and universities by using technology like this example in this picture, every practiitioner has the opportunitity to practice their advance life resuscitation skills.


However, this technology is not available on a general ward when a facilitator wishes to undertake a micro-learning session.


The facilitator using the above technology to enhance learning incorporates the following learning theories:  cognitive, collaboration and constructivism.

Anthea Arkcoll's comment, June 13, 2014 5:31 AM
Paul it sounds like you have some experience with the use of simulations. Since most procedures in audiology are relatively non-invasive our version of high fidelity simulation is testing colleagues and family members. Standardised patients aren't routinely used in audiology as the cost would be prohibitive. We do have some pretty low fidelity simulations - the cap of biro makes a pretty good simulator for the size of an ear canal (provided there's no hole in the end of the cap) and we use this to practise some elements of hearing aid fittings. Given we don't have the Duke university budget, we may have to stick with that.
Anthea Arkcoll's comment, June 13, 2014 5:38 AM
You make a very good point about the interdisciplinary education, and it is very challenging to make that happen if those other disciplines aren't directly collocated. While we have health professionals from other disciplines speak at our annual clinical conference, I'm now looking to start developing a library of video or podcast interviews that can be incorporated into more computer based simulations.