The document discusses topics related to educational technology (ed tech) including instructional design, active learning, and learning management systems. It provides examples of how neuroscience and big data can inform the design of online courses through techniques like interpolated testing and optimizing video length. Professional development for instructional designers is discussed as well as their roles in areas like graphic/media, tools, and copywriting. The effectiveness of active learning techniques and their positive impacts on focused attention and memory are cited from research studies.
Mathshop is an educational program that teaches mathematics to pre-school and school-aged children in Mongolia. The document discusses using Bayesian Knowledge Tracing (BKT) to model students' knowledge based on their use of the Mathshop program. BKT is shown to accurately model over 60,000 practice problems completed by 765 students on 275 math skills. The models are able to predict student performance and identify skills they have yet to master to aid improvement. Results demonstrate BKT is effective for evaluating student knowledge in Mathshop and helping teachers, parents and designers optimize the program.
The document discusses how artificial intelligence is impacting education. It notes that AI is being used to simplify administrative tasks for teachers like grading, freeing up more time for them to spend with students. AI is also powering personalized learning by identifying gaps, redirecting students, and modifying lessons based on their understanding. While AI may replace some routine jobs, it is difficult to replace teachers for their soft skills in managing people and unstructured work. Overall, the document argues that higher education needs to help students develop skills to stay competitive as AI changes the job market and automates certain roles.
The document provides instructions for using the website Archive.org, including how to sign up for an account, upload files, and search for and find files on the site. It also mentions open education resources and Creative Commons licensing.
11. БАГШЛАХУЙН ҮНДСЭН ЧИГЛЭЛ
Worldview that operates on a principle of
“stimulus-response”. Learning is a change
in behavior in the learner caused by
external stimuli.
(Ivan Pavlov, Skinner B.F)
Behaviorism
Learner is viewed as an information processor-
information comes in, is being processed, and
leads to certain outcomes
(Jean Piaget, Roger Schank et.al.)
Cognitivism
Paradigm posits that learning is an
active, constructive process. The learner
is an information constructor. New
information is linked to prior knowledge.
(Vygotsky, Dewey)
Constructivism
Learner experience things for themselves and learn
from them. The more often a learner reflects on a
task, the more often they have the opportunity to
modify and refine their efforts - without
reflection, people would continue to repeat their
mistakes
(Kolb)
Experiential learning
12. БАГШЛАХУЙН ҮНДСЭН ЧИГЛЭЛ
Learning is viewed as a personal act to
fulfill one’s potential. Focuses on the
human freedom, dignity, and potential.
(Rogers, Knowles)
Humanism
Refers to teaching methods, lesson designs, and
school programs that are based on the latest
scientific research about how the brain learns
(grounded in the neuroscience of learning).
Brain-based learning
Based upon the idea that people process
information by forming connections.
Technologies have created new
opportunities for people to learn and
share information across the World Wide
Web and among themselves.
(George Siemens, Stephen Downes)
Connectivism
Students must learn to be prepared for the
workforce in the digital age. Life/career skills:
adaptability & flexibility, initiative & self-
direction, leadership & responsibility,
productivity & accountability, social & cross-
cultural skills. Learning/innovation skills:
creativity, critical thinking, collaboration,
communication, problem solving.
(US Department of Education)
21st Century Skills
14. Self-directed learning (andragogy), and self-determined learning
(heutagogy) are the ideals necessary in making students "future
ready" to live and learn in a web-connected world.
Michelle Ann Patrovani, 2016
15. SELF-DIRECTED LEARNING
SDL is a process in which learners take
responsibility, typically under the guidance
of an instructor, for diagnosing learning
needs, articulating learning goals,
dentifying materials and resources for
learning, choosing and implementing
appropriate learning strategies, and
evaluating learning outcomes.
(Knowles, 1975).
23. Сургалтын арга зүйн талаарх онолын мэдлэг,
практик хэрэглээгээ хөгжүүлэхэд хэрэгтэй веб хаяг
www.ascd.org –Learn teach, lead –educational leadership
https://www.downes.ca - specialist in online learning technology and new media
https://heutagogycop.wordpress.com – heutagogy community of practice
https://www.teachthought.com
https://educationaltechnology.net/instructional-design-models-and-theories/
https://www.learning-theories.com/
www.mme-moe.com – professional development applications
www.researchgate.net
https://www.bc.edu/bc-web/schools/lynch-school/sites/cihe.html - Center for International Higher
Education in the Lynch School of Education at Boston College
https://www.tandfonline.com/loi/uhej20 - The Journal of Higher Education
https://www.tandfonline.com/action/showAxaArticles?journalCode=tedp20 - Journal of Education Policy
http://www.irrodl.org/index.php/irrodl - the International Review of Research in Online and Distance
Learning
http://www.irrodl.org/index.php/irrodl/article/view/1076/2087
https://www.slideshare.net/fredgarnett/the-craft-of-teaching-2011
24. o Blaschke, L.M. & Hase.S (2015). Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined
Learners.https://www.researchgate.net/publication/280717279_Heutagogy_A_holistic_framework_for_creating_21st_century_se
lf-determined_learners
o Blaschke, L.M., (2012) Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning.
http://www.irrodl.org/index.php/irrodl/article/view/1076/2087
o Gerstein, J. (May 2013). Education 3.0 and the pedagogy, andragogy and heutagogy of mobile learning.
http://usergeneratededucation.wordpress.com
o Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved
from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
o http://www.oeconsortium.org/about-oec/
o https://opensource.com/resources/what-open-education
o https://www.universityworldnews.com/post.php?story=20181003100607371
o https://www.learning-theories.com/
o Игнатович Е. В. Хьютагогика как зарубежная концепция самостоятельного обучения, Непрерывное образование: XXI век. Выпуск 3, 2013,
https://lll21.petrsu.ru/journal/article.php?id=2151
o Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries,
https://unesdoc.unesco.org/ark:/48223/pf0000245122
o Towards a Heutagogy-Based MOOC Design Framework, http://ceur-ws.org/Vol-1841/R01_127.pdf
o UNESCO, (2016). Education-2030, Incheon framework for action-for implementation of Sustainable Development Goal 4.
Retrieved from http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-
implementation-of-sdg4-2016-en_2.pdf
o Using Heutagogy to Address the Needs of Online Learners, Retrieved from http://what-when-how.com/distance-
learning/using-heutagogy-to-address-the-needs-of-online-learners-distance-learning/
АШИГЛАСАН МАТЕРИАЛ