About This Course
How It Works
Listen to Audio
Join a Backchannel Chat
Read Discussion Threads
Read Daily Newsletter
Browse Blog Posts
Add a New Blog Feed
View List of Blogs
Listen to Recordings
Blog Posts RSS
OPML List of Feeds
Week 01 : Orientation
Week 02: Zoraini Wati Abas
Week 03: Martin Weller
Week 04: Allison Littlejohn
Week 05: David Wiley
Week 06: Tony Bates
Week 07: Rory McGreal
Week 08: Nancy White
Week 09: Dave Cormier
Week 10: Eric Duval
Week 11: Jon Dron
Week 12: Clark Aldrich
Week 13: Clark Quinn
Week 14: Jan Herrington
Week 15: Break
Week 16: Break
Week 17: Howard Rheingold
Week 18: Valerie Irvine and Jillianne Code
Week 19: Dave Snowden
Week 20: Richard DeMillo, Ashwim Ram, Preetha Ram, and Hua Ali
Week 21: Break
Week 22: Pierre Levy
Week 23: Tom Reeves
Week 24: Geetha Narayanan Week 25: Stephen Downes Week 27: Antonio Vantaggiato Week 28: Tony Hirst Week 29: Alec Couros Week 30: Marti Cleveland-Innes Week 31: Diana Laurillard Week 32: George Siemens Week 33: George Veletsianos Week 34: Bonnie Stewart Week 35: Terry Anderson
This post provides the links to the web resources mentioned in the previous post, that relate to what was in the Introduction.
Here are the four propositions I wanted to cover over the course of the week, with the relevant resources and links that elaborate each one.
1. The fundamental nature of the learning process in formal education is not likely to change much, but the means by which we do it will.
See Chapter 4: What it takes to learn, in Laurillard (2012) Teaching as a Design Science - see below.
2. Digital technologies have much to offer formal education, but have been badly under-exploited so far, so we must look to teachers to drive more interesting forms of pedagogy using technology
• www.numbersense.co.uk - look at the Time program and compare with other games and apps for helping people learn to tell the time. If the program models the movement of the hands on the clockface, then it can give useful feedback, not just right/wrong but 'this is the time you made'. This helps learners work out how to improve their answer. It is more like the feedback we get from the world as we try to learn from it. Digital technologies can provide small models of the world for learners to interact with. They can also adapt to learner needs – pace, content, level of difficulty – but rarely do so. The most common format is multiple choice with randomly generated tasks – no help for learning.
3. Teachers, like other design professionals, need to build on each others' best ideas for how to teach to intended learning outcomes. The Pedagogical Patterns Colletor is a website for exchanging, designing and sharing your best ideas of ways of helping learners achieve a given learning outcome
• At http://tinyurl.com/ppcollector3 try browsing and adapting existing patterns, or designing your own.
• Video available from initial page of the Pedagogical Patterns Collector
4. The digital support teachers need includes (i) an ontology for pedagogical patterns; (ii) a user-oriented interface for expressing pedagogic ideas; (iii) a common repository where pedagogical patterns can be published, organised, and accessed; (iv) a knowledge base that is capable of responding to the community of users; (v) an advice and guidance wiki that the teaching community can develop, and the design tool can draw upon for advice on designs.
Links to the url for downloading the Learning Designer:
Learning Designer for Windows:
Learning Designer for Mac/Linux:
The Learning Design Support Environment project website
Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., . . . Whittlestone, K. (2012). A constructionist learning environment for teachers to model learning designs Journal of Computer Assisted Learning, (Accepted) - describes the research on the 'Learning Designer' tool for teachers.
Morris, A., & Hiebert, J. (2011). Creating Shared Instructional Products : An Alternative Approach to Improving Teaching. Educational Researcher, 40(1), 5-14. – An Educational Reseacher paper proposing a teacher community for sharing instructional products
Laurillard chapter (2012) – Chapter 1 of Laurillard, D (2012) 'Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology', New York: Routledge.
[Comment] [Permalink] [Previous][Next]