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Scoop.it!
"Reading content on the Internet has changed the way people process information, and nowhere is this change more obvious than in fields where design must adapt to new technology such as in eLearning. eLearning course creators need to refine their content to suit learners’ behavior and accessibility to training. This is where chunking comes into play."
Beth Dichter's insight:
If you design a course, face2face or online, it is important to keep up with information on how people learn, and today we know that chunking information is critical. This post begins by describing what a chunk is and why they are important in learning. It them moves on to the five tips (quoted below): 1. Set a chunking limit 2. Chunk with coherance 3. Use the right formatting 4. Keep chunks short 5. Use the inverted pyramid method for for prioritization Each of these is described in detail and many addional resources are included in the post. You will also find a SlideShare on the Basics of Content Chunking. If this concept is new to you it will provide additional information. However be aware that the number of items that can be held in short term memory varies, and the rule they use is not accurate for all people. A recent course I took on Coursera, Learning How To Learn, suggested that the number of items most people can keep in short term memory is four. 
Scoop.it!
"Most of our students love learning and creating...I was excited to discover the creativity and imagination taking place on Vine, a social network with over 40 million people creating and sharing 6 second videos. We can use this popular free mobile app and social network to engage our students and get them to connect with our subject matter. "
Beth Dichter's insight:
What could your students create in 6 seconds with Vine? More than you might think. This post by Shelly Terrell shares over 22 ideas to help get your students creating Vines as well as information that is key to being successful. One example...did you know that students must be over 17 to have a Vine account? This means that most teachers would have to create a classroom account (and probably check your Acceptable Use Policy and get parents permission). The good news is that you can create an account that would only allow parents and students from your classroom to view the Vines. Many additional resources are shared within the post including a recorded webinar by Turrell and also download her slides.
niftyjock's curator insight,
May 26, 2014 5:48 PM
For all you Vine aficionados. Lessons using 6 second videos.
Scoop.it!
"The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0."
Beth Dichter's insight:
Jackie Gerstein continues to explore the shift from Web 1.0 to Web 2.0 to Web 3.0 , taking it "one step further" by looking at Pedagogy (related to children's learning), Andragogy (related to adults learning) and Heutagogy (related to self-directed learning). The graphic above shows how she defines these three areas in more detail. She notes that this shift is moving us from a teacher directed classroom which education driven by essentialism or instructivism (Education 1.0) to a constructivist approach, "where the principles of active, experiential, authentic, relevant, socially-networked learning experiences are built into the class or course structure" (Education 2.0) to a more heutalogical approach (Education 3.0). The discussion then looks at how to choose a teaching orientation (and it need not always be the same) and then applies these concepts to mobile learning. Many resources are included in this post such as a table describing Education 1.0, Education 2.0 and Education 3.0; a Google Drive Presentation on PBL in a High School Science Class that uses mobile technologies; a SlideShare that looks at Education 3.0 and the Pedagogy of Mobile Learning (presenting the concepts discussed in the post); and many links to additional resources.
Peter Evans's comment,
July 19, 2013 2:28 PM
A useful summary table although I'd emphasise that the different 'versions' of education all have their place - v2.0 does not supercede v1.0
Elke Watson's comment,
July 19, 2013 4:49 PM
Thank you. I'm not quite ready myself to do away with teaching professionals or brick and mortal education. I value learning in a group context. I found the second summary table more useful (pedagogy, andragogy, heutagogy)
Veronica Hoyos's curator insight,
March 13, 2014 9:22 PM
We could talk of the evolution from Education 2.0 to education 3.0 after carrying an evaluation on the impact of the Web 2.0 in education
Scoop.it!
Are you interested in following some blogs that focus on mobile learning? Here is a list of 20 blogs that look at "tablets, smartphones, and other mobile computing devices" that may help you come up with new ideas on how to use them in your classroom. Check out apps to download, ways to create quizzes, m-learning strategies, the m-learning movement, and much more.
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Scoop.it!
"Even more than other types of education, eLearning must struggle to attract learners' attention: the Internet is full of distractions, and adult learners are both busier and more free to indulge in distractions. Helping students to pay attention is a primary concern of training professionals, so here are some optimal methods to win the attention game in eLearning."
Beth Dichter's insight:
The number of students participating in online courses continues to grow and for those that currently teach with students in their physical classroom, there are shifts towards blended learning, with part of the day online and part of the day with more direct instruction. This post looks at ways to keep students' attention online, but the same components are also important in the face2face classroom. What is it that help students pay attention? * Problem solving * Comparisons * Visuals * Questions * Emotions * Stories * Contrast * Controversy * Brevity * Lists Each of these areas is described in more depth when you click through to the post and in many cases you will find links to additional resources. You may already be using some of these strategies, but try combining two or more to see how students react. Many of the strategies promote authentic learning opportunities, which promote high engagement. All are valuable to understand and to use in the classroom, but it online or face2face.
Audrey's curator insight,
October 3, 2014 1:26 PM
These are certainly true. Have a look at www.hotmoodle.com
Bernard VULLIERME's curator insight,
October 20, 2014 5:30 AM
Rien de nouveau sous le soleil du bon e:enseignant, mais plus d'exigences … 
clare o'shea's curator insight,
February 5, 2015 1:49 PM
and ask indviduals questions every 2-3 minutes - but always label the behaviour first! so it is a positive experience not a catching out!!
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Scooped by Beth Dichter |
Scoop.it!
"If communication does not happen in a vacuum, neither does magic. As many know,iPads have become one of the most recent panacea to the many woes in education. From primary education to higher education, iPads are being introduced in classrooms. What do they fulfill?"
This post explores iPads and how they are used in classrooms, noting that "hey will not magically increase learner engagement if learners are not themselves motivated to learn, nor can they be used in the same way in all educational contexts." Patras goes on to discuss mobile learning, again raising questions such as "...doesn’t there need to be a differentiation among the educational levels and environments in order that the use of the tool better fits the needs and demands of learners?" (In this question she is referring to iPads as the tool.)
At the end she provides she looks provides the table (image above) that shows the difference between Web 1.0, Web 2.0 and Web 3.0, the directions she says we are moving. What are your thoughts?
I guess this process will take time to be a reality
what's your chunking limit?
If you design a course, face2face or online, it is important to keep up with information on how people learn, and today we know that chunking information is critical. This post begins by describing what a chunk is and why they are important in learning. It them moves on to the five tips (quoted below):
1. Set a chunking limit
2. Chunk with coherance
3. Use the right formatting
4. Keep chunks short
5. Use the inverted pyramid method for for prioritization
Each of these is described in detail and many addional resources are included in the post. You will also find a SlideShare on the Basics of Content Chunking. If this concept is new to you it will provide additional information. However be aware that the number of items that can be held in short term memory varies, and the rule they use is not accurate for all people. A recent course I took on Coursera, Learning How To Learn, suggested that the number of items most people can keep in short term memory is four."