Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Online PBL: Is this like e-learning with more problems?Nadia Naffi, Ph.D.
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
The studio is a hallmark trait of design education and practice. Working in a shared space, students solicit each other’s help and gain wisdom by seeing their peers’ work and failures, successes, and evolutions. It’s a tremendously powerful learning experience. It’s also tremendously resource intensive. Studios generally require dedicated, collocated space for students, and studio classes tend to have extremely limited enrollment. How might we create online experiences that are inspired by the design studio, and open those peer learning opportunities to learners around the globe?
In this COIL Fischer Speaker Series event, Scott Klemmer shared his adventures in creating global-scale peer learning systems for formative feedback, small-group discussion, and summative assessment. In 2012, his research group collaborated with Coursera to launch the first massive-scale class with self and peer assessment. Since then, their systems have been used by more than a hundred massive online classes and on-campus flipped classrooms. Because online learning platforms embed pedagogy into software, they provide a powerful setting for using and building theory through experimentation.
Scott also used their online learning research as a case study in Design at Large: experiments and research systems leverage real-world, web-scale usage to create practical theories for design. Currently, many design practices are faith-based rather than research-based. Why is there a shortfall of principles? In part, some see design as intrinsically mystical and impervious to investigation, because creative work is clearly complex and multifarious. And in part, this is a multidisciplinary effort. Design is front-page news, the topic of Hollywood films, and enrollment in design courses — both in person and online — has skyrocketed. For Scott, the most powerful part is how many people are excited about making stuff. Let’s match this enthusiasm with insight.
The video of this presentation can be viewed at https://goo.gl/maJfh0
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Online PBL: Is this like e-learning with more problems?Nadia Naffi, Ph.D.
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
The studio is a hallmark trait of design education and practice. Working in a shared space, students solicit each other’s help and gain wisdom by seeing their peers’ work and failures, successes, and evolutions. It’s a tremendously powerful learning experience. It’s also tremendously resource intensive. Studios generally require dedicated, collocated space for students, and studio classes tend to have extremely limited enrollment. How might we create online experiences that are inspired by the design studio, and open those peer learning opportunities to learners around the globe?
In this COIL Fischer Speaker Series event, Scott Klemmer shared his adventures in creating global-scale peer learning systems for formative feedback, small-group discussion, and summative assessment. In 2012, his research group collaborated with Coursera to launch the first massive-scale class with self and peer assessment. Since then, their systems have been used by more than a hundred massive online classes and on-campus flipped classrooms. Because online learning platforms embed pedagogy into software, they provide a powerful setting for using and building theory through experimentation.
Scott also used their online learning research as a case study in Design at Large: experiments and research systems leverage real-world, web-scale usage to create practical theories for design. Currently, many design practices are faith-based rather than research-based. Why is there a shortfall of principles? In part, some see design as intrinsically mystical and impervious to investigation, because creative work is clearly complex and multifarious. And in part, this is a multidisciplinary effort. Design is front-page news, the topic of Hollywood films, and enrollment in design courses — both in person and online — has skyrocketed. For Scott, the most powerful part is how many people are excited about making stuff. Let’s match this enthusiasm with insight.
The video of this presentation can be viewed at https://goo.gl/maJfh0
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
EMMA Summer School - Maria Perifanou - Language Massive Open Online CoursesEUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Harvey Mellar, Institute of Education.
More details at www.cde.london.ac.uk.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Computational Thinking and Acting: Future Technologies for Future GenerationsJan Pawlowski
Computation Thinking describes the ability to purposefully use computers for problem solving. Computation Thinking and Acting focuses on using technologies for solving real world problems. The slides give examples and solutions how to include COTA in primary schools.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1. Welcome to
Pedagogy & Instructional Methodologies for Educational Technologies and Virtual
Classrooms
Christopher Jennings, Ed.D.
2. Virtual Environments
• A real-time, synchronous environment that
connects people in an animated virtual reality
that is created by the residents, known as
“avatars”
• Is a free, collaborative, immersive environment
with global participation
• Second Life (similar to the HiPiHi environment)
- the eye-in-hand logo, which many cultures
embrace as a symbol of creation that springs
from knowledge
3. A Viable Teaching Solution, or NOT?
• Sloan-C 2007 Study based on 5 Pillars of
Quality:
–
–
–
–
–
Student Satisfaction
Faculty Satisfaction
Learning Effectiveness
Cost Effectiveness, and
Access
4. Student Satisfaction
Pros
Students create objects
Cons
Steep learning curves
(Solution – Inclusion/Social
Learning Environment)
Doing rather than receiving
Assumptions about competence
(Solution – Inclusion/Social
Learning Environment)
Constructivist learner outcomes
Bandwidth
(Fast Bandwidth is more available
today…)
Student-to-student interaction
Time – effort
(Same as it ever was….)
Concerns
Access
(Solution – Campus Labs. Most
new computers sold already meet technical
requirements.)
Technology in foreground
(Not as much of a concern now…)
Student orientation
(NMC and others offer great
orientations.)
Adult learners - time/patience
(Solution – Inclusion/Social
Learning Environment)
5. Faculty Satisfaction
Pros
Personalized
Cons
Support
(Open source – more support than
ever and its growing!)
Simulation of life situations
Learning curves
(Solution – Inclusion/Social
Learning Environment)
Student-centered
Access
Concerns
Retention
(No unusual attrition rate in course
offered with SL so far at MSCD)
Students are involved in design
(Solution – Inclusion/Social
Learning Environment)
Students are involved in design
(Solution – Campus Labs. Most new
(Solution – Inclusion/Social
computers sold already meet technical
Learning Environment)
requirements.)
Social immersion
Access
Students are involved in design
(Solution – Campus Labs. Most new
(Solution – Inclusion/Social
computers sold already meet technical
Learning Environment)
requirements.)
6. Learning Effectiveness
Pros
Collaborative projects
Cons
Access
Concerns
Good, but not for everyone
(Solution – Campus Labs. Most new
(True – must offer alternative
computers sold already meet technical
assignments/options)
requirements.)
Cost effective
Support
(Open source – more support than
ever and its growing!)
Use of common resources
Not for younger students
(Younger students expect this kind
of technology used)
Team-building
Math could be a challenge
(What math? Solution–
Inclusion/Social Learning Environment)
Training
(Solution – Inclusion/Social
Learning Environment)
Learning curves
(Solution – Inclusion/Social
Learning Environment)
System efficiency
(Solution – Most new computers
sold already meet technical requirements.)
7. Cost Effectiveness
Pros
Free user accounts
Cons
Scale
(Roadrunner Island -Under $2,000
per year)
Re-use of common tools
Renting space
(Roadrunner Island -Under $2,000
per year)
Specific application
Use of public sandboxes
(N/A)
Building privileges
(N/A)
Concerns
Enough technical resources
(Open source – more support than
ever and its growing!)
End-user workstations
(Solution – Most new computers
sold already meet technical requirements.)
Enrollment
(Younger students expect this kind
of technology used)
8. Access
Pros
Ease for younger generation
Cons
Learning curves
(Solution – Inclusion/Social
Learning Environment)
Standard platform
Enterprise network security
(N/A)
Common resources
Liability (griefers)
(These people exist in classroom
and online courses already!)
Concerns
Institutional liability
(No different than campus or
online course liability)
Network/graphic latency
(Solution – Most new computers
sold already meet technical requirements.)
Efficiency
(That’s what this course is for…)
9. Adult Learning Methodologies Applied to Educational
Technologies and Virtual Environments
• Bloom’s Taxonomy
– Intersection of the Cognitive Process and the Knowledge
Dimensions
• Experiential Learning
– Formation of Abstract Concepts and Generalizations
• Transformational Learning
– a “disorienting dilemma” occurs in an adult learner’s life to cause
her or him to reflect critically
• Reflective Learning
– the individual development of meaning through construction and
sharing of ideas and other social artifacts
• Social Learning/Inclusion
– understanding of content through conversations about that
content having grounded interactions with others
11. Bloom’s Taxonomy – 2009 in
SecondLife
• Rex Heer (Thursday Xu in SecondLife) of
Iowa State University’s Center for
Excellence in Learning and Teaching
• Relevant design of teaching and learning
activities in virtual environments
• http://slurl.com/secondlife/Teaching%204/19
13. Cognitive Process Dimension
1.Remember: Retrieve relevant knowledge from long-term
memory.
2.Understand: Construct meaning from instructional messages,
including oral, written, and graphic communication.
3.Apply: Carry out or use a procedure in a given situation.
4.Analyze: Break material into constituent parts and determine
how parts relate to one another and to an overall structure or
purpose.
5.Evaluate: Make judgments based on criteria and standards.
6.Create: Put elements together to form a coherent or
functional whole; reorganize elements into a new pattern or
structure.
14. Knowledge Dimension
a. Factual Knowledge: The basic elements students must
know to be acquainted with a discipline or solve
problems in it.
b. Conceptual Knowledge: The interrelationships among
the basic elements within a larger structure that enable
them to function together.
c. Procedural Knowledge: How to do something, methods
of inquiry, and criteria for using skills, algorithms,
techniques, and methods.
d. Metacognitive Knowledge: Knowledge of cognition in
general as well as awareness and knowledge of one's own
cognition.
15. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 1a. Remembering - Factual — List primary and
secondary colors.
• 1b. Remembering - Conceptual — Recognize
airport security breaches.
• 1c. Remembering - Procedural — Recall how to
conduct a chemistry experiment.
• 1d. Remembering - Metacognitive — Identify
strategies for retaining a foreign language.
16.
17. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 2a. Understanding - Factual — Summarize
features of a new product/invention.
• 2b. Understanding - Conceptual — Classify
airport security codes.
• 2c. Understanding - Procedural — Clarify
assembly instructions - demonstrate.
• 2d. Understanding - Metacognitive —
Predict one's response to culture shock.
18. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 3a. Applying - Factual — Respond to
frequently asked questions.
• 3b. Applying - Conceptual — Provide advice
to novices.
• 3c. Applying - Procedural — Carry out pH
tests of water samples.
• 3d. Applying - Metacognitive — Use
techniques that match one's strengths.
19. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 4a. Analyzing - Factual — Select the most
complete list of instructions.
• 4b. Analyzing - Conceptual — Differentiate
high and low culture.
• 4c. Analyzing - Procedural — Integrate
compliance with new regulations.
• 4d. Analyzing - Metacognitive —
Deconstruct one's biases.
20. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 5a. Evaluating - Factual — Check for
consistency among sources - validity.
• 5b. Evaluating - Conceptual — Determine
relevance of results.
• 5c. Evaluating - Procedural — Judge
efficiency of sampling techniques.
• 5d. Evaluating - Metacognitive — Reflect
on one's progress.
21. Intersection of the Cognitive Process and the Knowledge
Dimensions
• 6a. Creating - Factual — Generate a log of
daily activities (OurStory.com).
• 6b. Creating - Conceptual — Assemble a
team of experts.
• 6c. Creating - Procedural — Design an
efficient project workflow.
• 6d. Creating - Metacognitive — Create a
learning portfolio.
22. Experiential Learning
• Group or Individual experiences a concrete
activity
• Observation and Reflection – brainstorming,
investigate the links between behavior and
actions
• Formation of abstract concepts and
generalizations
• Select alternatives, test hypotheses and redefine
the situation and concrete activity
23. Experiential Learning in Second
Life
Present a Challenge/Concrete Activity
Community – Test
Hypothesis, Select
Alternatives, and
Redefine
Observation and
Reflection
Collaboration – Formation of
Abstract Concepts and Generalizations
24.
25.
26.
27. Transformational Learning
• The “mental filing cabinet” concept
• End results are classified and defined by the
learner
• The learner explores options for new behaviors
and builds competence in new roles
• A plan of action is developed, and the learner
acquires knowledge and skills for implementing
the plan
28. Transformational Learning in SecondLife
• a “disorienting dilemma” occurs in an
adult learner’s life to cause her or him to
reflect critically (Merizow)
• the individual’s conception of him/herself
and worldview is inexorably changed
• Instruction can be designed, yet learning
can not be designed…experienced and
transformed by the learner…
29. Transformational Learning in SecondLife
(Con’t)
• fostering transformative learning in the
classroom on establishing meaningful,
genuine relationships with students
• Becoming bicultural is a transformational
learning process…allows the individual to
analyze his/her own behavior in a way
that was not possible before…
30. Reflective Learning
• Present in many online courses that use
the technology of discussion forums,
portfolios, and chat rooms as tools for
learners to document reflections.
• Recapture their experience, think about
it, evaluate it, and return to experience
• An outcome of both Experiential and
Transformational Learning
31. Reflective Learning in SecondLife
• a focus on collaborative discourse
• the individual development of meaning
through construction and sharing of ideas
and other social artifacts
• critical self-reflection
• connected online dialogue
• Constructivism
• Digital Storytelling (OurStory.com)
32. Social Learning/Inclusion
• Social Learning: understanding of content
through conversations about that content
having grounded interactions with others
• Creating a learning atmosphere in which
learners and teachers feel respected and
connected to one another poses its
challenges in online learning environments
Wlodkowski, R. J. (1999). Enhancing adult motivation to learn. San Fransisco, CA:
Jossey-Bass.
33. SecondLife Inclusion Strategies
Inclusion
Strategies
LMS
Introduction
Technical Abilities
s/
:
Expectations
=
Share Knowledge
?
?
You were new to
Teacher/Learn
er Communication: this once too!
?
?
Deepened
Understanding of
Inclusion:
Web 2.0
SecondLife
How is the
technology used for
learning
?
?
Don’t forget your
First Life!
?
?
How do learners
commonly use the
technology?
?
Experts become
instructors.
?
?
What are the best
Which
Learning Methods?
technologies work best
for each learner?
?
?
?
?
Let the learners
introduce you to
something new.
?
?
34. Resources
• MSCD Second Life Site:
http://www.mscd.edu/secondlife/
• Getting Students Started:
http://www.mscd.edu/secondlife/train00.sht
• Prepare to Teach:
http://www.mscd.edu/secondlife/train04.
shtml