"Fantastic post that summarises where we are now in terms of teaching and learning and the impact of new technology. It looks at the triggers for new methods of teaching and learning and som of he key elements that are contributing to this change e.g. blended learning, collaboration and the use of multimedia and open educational resources. Includes links to case studies
The role of the HE academic is challenged by the concept of a flipped academic. This is someone who informs first, publishes later; builds learning environments, not lectures, and works where they need to work. An interesting article.
Increasingly ubiquitous and smart devices have enabled learning opportunities away from established learning places, as students have extended the means and the spaces in which they learn. In this paper, we describe the evolution of a project conducted to explore mobile learning, lessons learned and describe the changes in web participatory technologies that now enable a more open and less structured approach to the use of mobile devices. Web 2.0 and social media now facilitate the ready implementation of mobile devices into higher education, particularly through authentic learning environments and tasks, where they can be used in learning activities, research contexts and for the publication of student generated products. The paper concludes with key implications for practice.
... the pedagogy adopted by Coursera are based on Behavioral/Cognitivism, and may be constructivism/social constructivism, how would such pedagogy be interpreted under Connectivism, as I have highlighted in question 2 ...
iPads in Education- Transformative Use and Pedagogy from Silvia Rosenthal Tolisano. If you are thinking about or have stepped into using iPads this Pinterest page iPad support for ... Classroom 2.0. Visit Classroom 2.0 ...
PBL relies on students working on less-than-authentic problems regardless of the intent. One simply cannot engage in an authentic learning exercise in a classroom…unless you can enter a virtual world within the classroom.
Unlike in behaviorism, the instructor is not seen as being wholly responsible for student learning" (86). She ties this teaching theory to Web 2.0 and calls it Pedagogy 2.0, though I have not verified if she is the one to coin this ...
Web 2.0 in particular is a driving force online which will transform language learning. As learners from diverse geographic, social, political and religious backgrounds gather in the common language learning arena, they will ...
That is the reality of what “authentic learning” means, and how it could be structured in a typical (future online) classroom environment, with networkers interaction with the networks, other people in the world, and a global ...
Adult education: How to be an active learner: Educational forums worldwide were debating adult learning from the early days of pedagogical thinkin..., Dr Pandula Siribaddana (Adult education: How to be an active learner - Helium
Connected learning is a necessity in this digital age. More and more of our students learning, attention, and access to information is taking place outside of classrooms and through online networks and exchanges. Connected learning, however, can help them cultivate the skills necessary for fulfilling adult lives and careers and that formal instruction alone could not afford.
The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including:
–weighing the magic of technology with its incredible cost and complexity
–underscoring the potential for well thought-out instructional design
–considering the considerable potential of social media platforms against its apparent divergence from academic learning
Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century.
At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first.
The following take on 21st century learning developed by TeachThought is notable here because of the absence of technology. There is very little about iPads, social media, 1:10 laptops, or other tech-implementation. In that way, it is closer to the “classic” approach to “good learning” than it is the full-on digital fare we often explore.
The size of the circles on the map are intended to convey priority.
A new term for me "peerogogy" - self organized peer learning. It attracted me because I'm doing organized peer learning and dabbling in self-organized peer learning.
I have been involved in an experiment of self-organized peer learning for the past 18 months with colleagues in social media and nonprofits - and this gives me some underlying research/frameworks/thinkers to connect to better understand it.
From the document:
According to Charles Jeffrey Danoff, writer, educator, and organizer at P2PU, peeragogy (which he refers to as “paragogy”), is a collection of “the best practices of effective peer learning.” (Paragogy: Synergizing individual and organizational learning) It is also a theory of peer-to-peer learning and teaching that addresses the challenge of peer-producing a useful and supportive context for self-directed learning.
Danoff is currently putting together a book on peeragogy, in which he outlines 5 principles that encompass what the growing movement has been trying to accomplish:
Changing context as a decentered center. Meta-learning as a font of knowledge. Peers provide feedback that wouldn’t be there otherwise. Learning is distributed and nonlinear. Realize the dream if you can, then wake up!
Via Beth Kanter
Socialmedia - Curation and Creation Over Pedagogy and Classical Education. ... 4G Smartphones · Androïd · Apple · Smartphones · Marketing · ceo · Windows phone. Seo. 2.0 – web – seo · optimization · Google World.
To see mobile technology as a benefit instead of a distraction requires a shift in pedagogy. When Google is at our students fingertips, the need for learning that is “ungooglable” is heightened. In Vandergugten's project ...
Part 3 of the Teaching by Design series examines assessments, both the formal, graded assessments (exams, papers, projects) that determine the students' grades, as well as informal, ungraded assessments, also known as ...
Motivating active learningMalaysia StarIn response to the challenge, training and education methods have evolved from the traditional lecture-based method, which is considered to be passive, to a more active method that will engage active...
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