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This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model
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Kno is introducing a couple of other features today as well, video notes and smart links. Kno textbooks include a “journal,” which s a stream of your highlights, notes, audio notes, and photos. Now you can add video clips recorded directly from the iPad camera as well. The smart links also bring in more video into each textbook, but in context with what you are reading. These initially will be Khan Academy videos, but will include other educational videos online in the future.
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Are there hidden messages in your emails? Yes, and in everything you write or say, according to James Pennebaker, chair of the department of psychology at the University of Texas at Austin. Pennebaker has been a leader in the computer analysis of texts for their psychological content. And in his new book, “The Secret Life of Pronouns,” he argues that how we use words like “I,” “she,” and “who” reveal secrets of our psychology. He spoke recently with Mind Matters editor Gareth Cook.
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“Those students who had more positive attitudes to technology were more likely to adopt a deep approach to studying, more likely to adopt a strategic approach to studying and less likely to adopt a surface approach to studying.”
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SINCE THERE IS NO EVIDENCE that any language forbids its speakers to think anything, we must look in an entirely different direction to discover how our mother tongue really does shape our experience of the world. Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: “Languages differ essentially in what they must convey and not in what they may convey.” This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about.
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Rosen has already collected some early evidence that suggests that Facebook use may somehow be connected to narcissistic behavior, alcohol dependence, and other psychiatric disorders. But he has also found evidence that Facebook use may be associated with increases in virtual empathy—the ability to consider someone else's emotional state from a distance.
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A few years ago, a World Bank study highlighted the fact that there simply aren't enough textbooks for most students in Africa, and what is available is too expensive. In response to this reality, some people at the World Bank have been exploring various options for addressing the 'textbook gap', including initiatives investigating the potential cost-effectiveness of 'e-books' for African students.
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Nothing engages students more than creating claymation. To help you implement this exciting process into your classroom, we have developed an eBook with strategies for success in each stage of the claymation process.
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This is a handy free whiteboard app for the iPad which enables you to record your whietboard activity and export it as a movie with your own voice narrative.
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If you have other iPad apps you would like to recommend that meet the same criteria, please fill out the Google Survey at the bottom of this page. The results will be public so we can all benefit from each other's expertise.
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Step by step instructions for how to create an E-Book and add it to iTunes.
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Teacher trainers/educators play a key role in the process of normalisation, as defined by Bax (2003), in the training of foreign language teachers to use technology as a regular part of their practice. This study explores teacher trainer attitudes towards adopting technology, their readiness to use it on teacher training courses, and their current levels of comfort in integrating it on Cambridge CELTA courses, a pre-service course currently followed by approximately 12,000 candidates annually. The results and discussion will stimulate some reflection as to what degree such courses are responsive to the objective of integrating technology in the training of foreign language teachers.
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Google+: It’s the hot social network on the block. In just three weeks, Google’s competitor to Facebook and Twitter has amassed more than 10 million users, and its users are sharing more than 1 billion pieces of content daily. It’s become a hotbed for early adopters, tech luminaries, marketers and businesses around the world.
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Technology can also be brain friendly in terms of how it engages the users, making sure cognitive resources and attention are properly used and focused. This can be achieved by using technology to make proper interactions, involvement, participation, and engagement of the learners
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stories we tell about ourselves are immensely powerful. In a digital age, how do we use social media to construct and tell these stories? How we explain who we are, where we have come from, and where we are going constitute important narratives that drive decisions we make about our futures and our ways of being in the world. These narratives are also crucially bound up with what we learn and how we learn it. According to Ivor Goodson, learning that 'sticks' is learning that has meaning in the context of our life narratives; it is learning that we can make use of in the project of constructing our life stories.
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Cambridge ESOL's annual virtual conference for the English language teaching and assessment community attracted over 1500 people from 52 countries. According to Cambridge ESOL's Simon Wright, who organised the conference: “The event provided a platform to showcase and debate the really important issues around the use of technology in the English language classroom.”
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In the technology portfolio of educators, many tools are designed to meet a specific objective — to support inquiry, to provide practice and repetition without risk to a valuable resource or subject, to encourage creativity and collaboration. AR is not one of those targeted tools — but maybe it will have the ability to inspire educators and learners to use technology fully for every day experiences, including learning.
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quite different from the way they look today—and if we do this right, they should not just be different, but they should also be a whole lot better, as it liberates them in many exciting ways.
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With the overflow of digital information on the Internet, the knowledge ecosystem has dramatically changed in recent years. Digital media not only serves as the principal entertainment source for children, but is increasingly an educational and social tool as well. Despite its potential, however, digital media on the interest is hampered by the sheer size of its contents and practical issues such as filtering inappropriate materials. Together, these challenges leave children exposed to unsafe digital pollutants such as obscene and violent contents, cyber bulling, and technology addiction. We call these digital pollutants, “infollution”.
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We, who embrace and see the great possibilities in new technologies often overlook the pitfalls which should, by now, be apparent to us. All technologies give and take. Gutenberg spread literacy, but he also spread linear storytelling and destroyed many of Europe's languages. The telegraph moved news rapidly but condensed speech and no punctuation led to many misunderstandings. Social networking links us together, but the inherent structures can enforce the kinds of barriers we most hope to remove.
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Google+ was a bit of a breaking point for me. After recreating my online social network ( largely based on blogs from early 2000) in Facebook, Twitter, Foursquare, and Quora, G+ was a chore. I spent a few weeks of responding to G+ friend requests, trying to engage with a few people, posting a few random links, all the while trying to upkeep (occasionally) Twitter and (almost never) Facebook. I’ve concluded that most of the hype around social media is nonsense and that people, particularly the self-proclaimed social media elite are clothing-less.
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Create your own flash cards and note cards to revise materials from your course book or to help prepare for tests.
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It is widely believed that children younger than 7 are good at picking up new languages because their brains rewire themselves more easily, and because they use what is called procedural, or implicit, memory to learn - meaning they pick up a new language without giving it conscious thought. Adults are thought to rely on explicit memory, whereby they actively learn the rules of a language.
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Ideas from Joel Klein and Sir Ken Robinson ...
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Audiovisual material enhanced with captions or interlingual subtitles is a particularly powerful pedagogical tool which can help improve the listening comprehension skills of second-language learners. Captioning facilitates language learning by helping students visualize what they hear, especially if the input is not too far beyond their linguistic ability.
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