This document discusses key aspects of instructional design based on Chapter 3 of the book. It covers the evolution of the teacher role from director to facilitator to designer. It also outlines the FACTS framework for instructional design, including foundations, activities, contents, tools, and systems of assessment. Foundations include overt curriculum, covert curriculum, and five foundations of learning. Activities include authentic, knowledge-building, constructing, and sharing activities. Contents consider student interests, prescribed curriculum, current events, and standards. Tools determine possible learning outcomes.
Stephen Francoeur gave a presentation to the Suffolk Cooperative Library System about innovation at the reference desk. He discussed several points of service including self-help, research consultations, outreach reference, learning commons, and instruction and reference. The presentation companion website provided additional resources and Francoeur credited image sources from Flickr that were used in the slides.
The document discusses a student's reflections on various classroom projects involving cell phones, board games, and earth history. The student considers how the cell phone project may change school policy and how projects require evidence to be successful. They also reflect on being lazy with homework but able to complete tasks when given instructions.
The document discusses using VoiceThread, an online platform that allows users to collaboratively share and comment on multimedia presentations, for second language acquisition pedagogy. It highlights VoiceThread's abilities to provide a more sensory-integrated learning experience through authentic peer-to-peer interaction and feedback. However, it notes VoiceThread requires purposeful integration and the creation of activities to maximize linguistic and nonlinguistic learning as well as cultural competency and collaboration.
1. Lelaki tidak mempunyai tenaga untuk berlari karena baterai alat perakam lagu kehabisan tenaga
2. Terdapat perbezaan antara benda hidup dan benda bukan hidup, di mana benda hidup dapat bergerak, bernafas, bertumbuh, dan menghasilkan makanan sendiri
3. Terdapat berbagai sumber tenaga seperti bahan bakar, makanan, angin, matahari, dan sel kering yang dapat menghasilkan berbagai bentuk tenaga
O documento explica o que é uma metáfora e como elas são construídas. Uma metáfora transfere sentido entre palavras de domínios diferentes para estabelecer uma relação de semelhança. Metáforas são comumente usadas no dia a dia, não apenas em literatura. Exemplos mostram como características de um leão são transferidas para um jogador corajoso para descrevê-lo como "um leão em campo".
Stephen Francoeur gave a presentation to the Suffolk Cooperative Library System about innovation at the reference desk. He discussed several points of service including self-help, research consultations, outreach reference, learning commons, and instruction and reference. The presentation companion website provided additional resources and Francoeur credited image sources from Flickr that were used in the slides.
The document discusses a student's reflections on various classroom projects involving cell phones, board games, and earth history. The student considers how the cell phone project may change school policy and how projects require evidence to be successful. They also reflect on being lazy with homework but able to complete tasks when given instructions.
The document discusses using VoiceThread, an online platform that allows users to collaboratively share and comment on multimedia presentations, for second language acquisition pedagogy. It highlights VoiceThread's abilities to provide a more sensory-integrated learning experience through authentic peer-to-peer interaction and feedback. However, it notes VoiceThread requires purposeful integration and the creation of activities to maximize linguistic and nonlinguistic learning as well as cultural competency and collaboration.
1. Lelaki tidak mempunyai tenaga untuk berlari karena baterai alat perakam lagu kehabisan tenaga
2. Terdapat perbezaan antara benda hidup dan benda bukan hidup, di mana benda hidup dapat bergerak, bernafas, bertumbuh, dan menghasilkan makanan sendiri
3. Terdapat berbagai sumber tenaga seperti bahan bakar, makanan, angin, matahari, dan sel kering yang dapat menghasilkan berbagai bentuk tenaga
O documento explica o que é uma metáfora e como elas são construídas. Uma metáfora transfere sentido entre palavras de domínios diferentes para estabelecer uma relação de semelhança. Metáforas são comumente usadas no dia a dia, não apenas em literatura. Exemplos mostram como características de um leão são transferidas para um jogador corajoso para descrevê-lo como "um leão em campo".
Tips for finding and developing creative ideas in scientific work
Challenges in developing scientific work ideas
Special techniques and tips for writing scientific papers
Code of ethics for writing scientific papers
Tips for obtaining intellectual property rights
Sharing experiences when developing scientific work ideas
Make learning personal with content curationNancy White
The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.
Librarians Learning Online to Teach OnlineArden Kirkland
A presentation at the annual conference of the NY Library Association by several participants in the Design for Learning program: Project Coordinator Arden Kirkland, Project Director Mary-Carol Lindbloom, and program alumni Anthony Bishop, Jai Blackburn, and Kathy Smith.
24 Students Capture Alcatraz in an iBook_PublicVersionPresentationekraska
This is a collaborative presentation with Christina Nosek regarding 24 Students Capturing Alcatraz in an iBook. We share our process and hope to inspire others to create student publishing projects too!
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
World studies extended essay introduction 2Maina WaGĩokõ
The document discusses the World Studies Extended Essay (WSEE) and its key aspects and requirements. It provides examples of global citizenship frameworks and themes that could be covered in a WSEE. It emphasizes that a strong WSEE examines an issue of contemporary global significance through an interdisciplinary lens, explores both global and local dimensions, and proposes solutions to address the issue. The document also provides guidance on developing a clear research question and employing diverse research techniques for a successful WSEE.
Application of Cognitive Apprenticeship Model (CA) to Library InstructionElizabeth Tompkins
Elizabeth Tompkins presented on applying the cognitive apprenticeship model of learning to library instruction. The cognitive apprenticeship model unites how students learn through traditional apprenticeships with classroom learning by emphasizing modeling, coaching, scaffolding, articulation, reflection, and exploration. Tompkins discussed how the cognitive apprenticeship model's dimensions of method, content, sequencing, and community can be applied to structure student-centered library instruction workshops through hands-on demonstrations, introducing relevant concepts and strategies, sequencing tasks in order of complexity, and fostering collaboration. She noted benefits like adapting to varied student skill levels and correcting misunderstandings, and areas for further development like incorporating threshold concepts and modeling techniques from other disciplines.
RJ Portfolio Online course PBL text excerptbeccane
This document provides an overview of a course on sustainable communities that uses the Integrated Ecology Curriculum (IEC) and Understanding by Design (UBD) frameworks. The IEC emphasizes local environments, hands-on research techniques, and literacy. UBD involves backward planning where lessons are designed based on desired results. The course introduces these frameworks and has students develop a project-based ecology unit for their classroom using local resources.
This document discusses the University's focus on defining graduate attributes (GAs) to guide curriculum development and ensure students are prepared for an uncertain future. It outlines the UWC's first and second tier GAs, which focus on scholarship, critical citizenship, lifelong learning, and skills like inquiry and ethical awareness. The mapping exercise aims to review how science programs currently embed GAs, identify gaps, and begin discussions to strengthen GAs across the curriculum in a coordinated way. The expected outcomes are increased staff understanding of GAs, a matrix showing how programs address GAs, and a basis for future curriculum planning.
This document discusses using digital texts and archives to teach medical history. It notes that digital resources provide easy access for students and researchers without constraints of time and location. However, it also notes issues like students getting overwhelmed by vast amounts of information or only superficially searching via keywords. It emphasizes the importance of teaching critical reading, context, and the research process to help students engage deeply with digital sources. The presenter provides examples of exercises like searching, comparing text editions, timelines, and reviews to help students learn to make the most of digital archives while still developing interpretive and analytical skills.
1. The document outlines a research project at York St John University that aims to explore understandings of information literacy across different academic subjects and establish if emerging forms of information literacy are present.
2. The research objectives are to examine how academics experience and evaluate information literacy in their teaching and identify common ground already in curriculums.
3. The research also looks to implement and evaluate a platform for information literacy dialogue among staff to promote collaborative provision and improve practice.
This document provides an introduction, literature review, methodology, results, and conclusions for a thesis examining the relationship between instructional design methodology and learner motivation in distance education. Specifically, the study aims to determine if using an instructional design methodology focused on Keller's ARCS model of motivation (Attention, Relevance, Confidence, Satisfaction) positively influences learner motivation when redesigning two lessons of a distance learning course. A sample of 204 learners enrolled in a defense management course completed pre- and post-questionnaires regarding their motivation. Statistical analysis revealed that with the exception of Relevance, the ARCS elements were significantly positively influenced by changes made to the instructional design, supporting the conclusion that instructional design methodology can
This document provides an introduction, literature review, methodology, results, and conclusions for a thesis examining the relationship between instructional design methodology and learner motivation in distance education. Specifically, the study aims to determine if using an instructional design methodology focused on Keller's ARCS model of motivation (Attention, Relevance, Confidence, Satisfaction) positively influences learner motivation when redesigning two lessons of a distance learning course. A sample of 204 learners enrolled in a defense management course completed pre- and post-questionnaires regarding their motivation. Statistical analysis revealed that with the exception of Relevance, the ARCS elements were significantly positively influenced by changes made to the instructional design, supporting the conclusion that instructional design methodology can
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
ABCs of Instructional Design Course - IntroductionDebra Scott
The document summarizes instructional design models and strategies. It discusses the ADDIE model which includes five phases: analyze, design, develop, implement, and evaluate. It also discusses Understanding by Design (UBD) which involves specifying desired results, determining acceptable evidence, and designing experiences to achieve results. Active learning is presented as a strategy where students engage through activities like reading and problem solving to analyze, synthesize and evaluate content.
1) The document discusses the development of a learning cycle 7E-based e-module to improve students' problem-solving abilities in Indonesian history subjects using the 4D model.
2) It identifies problems in teaching Indonesian history including outdated teaching materials and low student problem-solving abilities.
3) The aim is to produce a validated learning cycle 7E-based e-module on Indonesian history for grade 11 using the 4D model that can improve student problem-solving skills.
Student Engagement In The Classroom: Using QR Coding, Google Apps & Tablets ...Derrick Mears
This document discusses how to use QR coding, Google apps, and tablets to facilitate student learning and engagement in the classroom. It is presented by Dr. Derrick Mears, an education professor with 25 years of experience in K-12 and higher education. The presentation explains what QR codes are and how to create them, highlights five useful Google apps for education including a QR code generator and screen recording tool, and provides an example of how to develop a lesson aligned to a Common Core standard using QR codes and online content to engage students.
This document summarizes an article about building archival knowledge and skills in the digital age. It discusses how archival education focuses on building theoretical knowledge but there is a gap between this and the practical skills needed for jobs. It examines a report on the goals and priorities of the archival profession to help identify the types of skills archivists need. The document concludes that while educators focus on knowledge, explicitly discussing the skills required could help improve how education prepares students for practice.
Learn how to structure the Content area in D2L Brightspace. Using the module function of Brightspace is key to student success whether you’re teaching online, face-to-face, or doing a combination of both.
Coherent learning design for e portfolio framed authentic learning experiencesBeata Jones
This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Tips for finding and developing creative ideas in scientific work
Challenges in developing scientific work ideas
Special techniques and tips for writing scientific papers
Code of ethics for writing scientific papers
Tips for obtaining intellectual property rights
Sharing experiences when developing scientific work ideas
Make learning personal with content curationNancy White
The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.
Librarians Learning Online to Teach OnlineArden Kirkland
A presentation at the annual conference of the NY Library Association by several participants in the Design for Learning program: Project Coordinator Arden Kirkland, Project Director Mary-Carol Lindbloom, and program alumni Anthony Bishop, Jai Blackburn, and Kathy Smith.
24 Students Capture Alcatraz in an iBook_PublicVersionPresentationekraska
This is a collaborative presentation with Christina Nosek regarding 24 Students Capturing Alcatraz in an iBook. We share our process and hope to inspire others to create student publishing projects too!
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
World studies extended essay introduction 2Maina WaGĩokõ
The document discusses the World Studies Extended Essay (WSEE) and its key aspects and requirements. It provides examples of global citizenship frameworks and themes that could be covered in a WSEE. It emphasizes that a strong WSEE examines an issue of contemporary global significance through an interdisciplinary lens, explores both global and local dimensions, and proposes solutions to address the issue. The document also provides guidance on developing a clear research question and employing diverse research techniques for a successful WSEE.
Application of Cognitive Apprenticeship Model (CA) to Library InstructionElizabeth Tompkins
Elizabeth Tompkins presented on applying the cognitive apprenticeship model of learning to library instruction. The cognitive apprenticeship model unites how students learn through traditional apprenticeships with classroom learning by emphasizing modeling, coaching, scaffolding, articulation, reflection, and exploration. Tompkins discussed how the cognitive apprenticeship model's dimensions of method, content, sequencing, and community can be applied to structure student-centered library instruction workshops through hands-on demonstrations, introducing relevant concepts and strategies, sequencing tasks in order of complexity, and fostering collaboration. She noted benefits like adapting to varied student skill levels and correcting misunderstandings, and areas for further development like incorporating threshold concepts and modeling techniques from other disciplines.
RJ Portfolio Online course PBL text excerptbeccane
This document provides an overview of a course on sustainable communities that uses the Integrated Ecology Curriculum (IEC) and Understanding by Design (UBD) frameworks. The IEC emphasizes local environments, hands-on research techniques, and literacy. UBD involves backward planning where lessons are designed based on desired results. The course introduces these frameworks and has students develop a project-based ecology unit for their classroom using local resources.
This document discusses the University's focus on defining graduate attributes (GAs) to guide curriculum development and ensure students are prepared for an uncertain future. It outlines the UWC's first and second tier GAs, which focus on scholarship, critical citizenship, lifelong learning, and skills like inquiry and ethical awareness. The mapping exercise aims to review how science programs currently embed GAs, identify gaps, and begin discussions to strengthen GAs across the curriculum in a coordinated way. The expected outcomes are increased staff understanding of GAs, a matrix showing how programs address GAs, and a basis for future curriculum planning.
This document discusses using digital texts and archives to teach medical history. It notes that digital resources provide easy access for students and researchers without constraints of time and location. However, it also notes issues like students getting overwhelmed by vast amounts of information or only superficially searching via keywords. It emphasizes the importance of teaching critical reading, context, and the research process to help students engage deeply with digital sources. The presenter provides examples of exercises like searching, comparing text editions, timelines, and reviews to help students learn to make the most of digital archives while still developing interpretive and analytical skills.
1. The document outlines a research project at York St John University that aims to explore understandings of information literacy across different academic subjects and establish if emerging forms of information literacy are present.
2. The research objectives are to examine how academics experience and evaluate information literacy in their teaching and identify common ground already in curriculums.
3. The research also looks to implement and evaluate a platform for information literacy dialogue among staff to promote collaborative provision and improve practice.
This document provides an introduction, literature review, methodology, results, and conclusions for a thesis examining the relationship between instructional design methodology and learner motivation in distance education. Specifically, the study aims to determine if using an instructional design methodology focused on Keller's ARCS model of motivation (Attention, Relevance, Confidence, Satisfaction) positively influences learner motivation when redesigning two lessons of a distance learning course. A sample of 204 learners enrolled in a defense management course completed pre- and post-questionnaires regarding their motivation. Statistical analysis revealed that with the exception of Relevance, the ARCS elements were significantly positively influenced by changes made to the instructional design, supporting the conclusion that instructional design methodology can
This document provides an introduction, literature review, methodology, results, and conclusions for a thesis examining the relationship between instructional design methodology and learner motivation in distance education. Specifically, the study aims to determine if using an instructional design methodology focused on Keller's ARCS model of motivation (Attention, Relevance, Confidence, Satisfaction) positively influences learner motivation when redesigning two lessons of a distance learning course. A sample of 204 learners enrolled in a defense management course completed pre- and post-questionnaires regarding their motivation. Statistical analysis revealed that with the exception of Relevance, the ARCS elements were significantly positively influenced by changes made to the instructional design, supporting the conclusion that instructional design methodology can
Research dissemination within and beyond the curriculumSimon Haslett
Author: Dr Helen Walkington, Oxford Brookes University.
Keynote Presentation at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
ABCs of Instructional Design Course - IntroductionDebra Scott
The document summarizes instructional design models and strategies. It discusses the ADDIE model which includes five phases: analyze, design, develop, implement, and evaluate. It also discusses Understanding by Design (UBD) which involves specifying desired results, determining acceptable evidence, and designing experiences to achieve results. Active learning is presented as a strategy where students engage through activities like reading and problem solving to analyze, synthesize and evaluate content.
1) The document discusses the development of a learning cycle 7E-based e-module to improve students' problem-solving abilities in Indonesian history subjects using the 4D model.
2) It identifies problems in teaching Indonesian history including outdated teaching materials and low student problem-solving abilities.
3) The aim is to produce a validated learning cycle 7E-based e-module on Indonesian history for grade 11 using the 4D model that can improve student problem-solving skills.
Student Engagement In The Classroom: Using QR Coding, Google Apps & Tablets ...Derrick Mears
This document discusses how to use QR coding, Google apps, and tablets to facilitate student learning and engagement in the classroom. It is presented by Dr. Derrick Mears, an education professor with 25 years of experience in K-12 and higher education. The presentation explains what QR codes are and how to create them, highlights five useful Google apps for education including a QR code generator and screen recording tool, and provides an example of how to develop a lesson aligned to a Common Core standard using QR codes and online content to engage students.
This document summarizes an article about building archival knowledge and skills in the digital age. It discusses how archival education focuses on building theoretical knowledge but there is a gap between this and the practical skills needed for jobs. It examines a report on the goals and priorities of the archival profession to help identify the types of skills archivists need. The document concludes that while educators focus on knowledge, explicitly discussing the skills required could help improve how education prepares students for practice.
Learn how to structure the Content area in D2L Brightspace. Using the module function of Brightspace is key to student success whether you’re teaching online, face-to-face, or doing a combination of both.
Coherent learning design for e portfolio framed authentic learning experiencesBeata Jones
This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Kescobar ch3 facts
1. “…learning is not for later life but for living…” (Norton and Wiburg p. 28) Kelly Escobar EDTC 6341.60 Chapter 3 The FACTS of Design pages 42-52 1 Kescobar Chapter 3
2. Teacher Evolution Director Facilitator Designer 2 Kescobar Chapter 3
7. FOUNDATIONS Overt Curriculum Covert Curriculum Five foundations of Learning Knowledge Problem Solving Literacy Information Using Community 7 Kescobar Chapter 3
8. 8 ACTIVITIES ABCS of Activity Authentic Activities Building Knowledge Activities Constructing Activities Sharing Activities Kescobar Chapter 3
9. ACTIVITIES ABCS of Activity Authentic Activities Building Knowledge Activities Constructing Activities Sharing Activities 9 Kescobar Chapter 3
10. CONTENTS The “something” of learning Student interests Prescribed curriculum Current events Established standards 10 Kescobar Chapter 3
11. TOOLS Tools determine possible learning outcomes 11 Possible learning outcomes Possible learning outcomes Kescobar Chapter 3
This quote is actually from Chapter 2 but I thought it was very interesting and relevant and a good place to start. To me this quote defines the paradigm shift that is occurring in education, from a teacher led analytical framework to a learner led opportunity framework.
With this paradigm shift the teacher has evolved from director, standing at the front of the class supplying facts and information To a facilitator, which the authors also call “coach”, “cognitive mentor”, or “guide on the side” that assist learners in determining the best way for them to gather the information and facts To A designer providing opportunities for learners to discover the facts and information in their own way and on their own termsThe authors state teacher as designer means “designing opportunities for learning that meet the unique learning needs of your classroom”The teacher has evolved as they moved from the head of the classroom to the center of the learners
When something evolves it does not lose all of its previous characteristics but keeps those that are beneficial and so should the evolving teacher, they have to take the best of each role, director, facilitator, and designer and roll it into one
So how do we become this evolved species of teacher? Well one way the authors suggest is through the FACTS of design. If you read chapter 2 you will remember that there were six guiding questions the authors put forth to guide instruction design and there were 5 main parts. Does anyone recall what the F stood for? Foundations The A? Activities The C? Contents The T? Tools The S? System of assessment
Each of these is a puzzle piece at the center you have foundations, activities, content, and tools which are all surrounded by systems of assessment and these are all subsequently surrounded by the learning environment the authors state, “They have a unique shape and combination of colors. Each puzzle piece can fail to fit with the others, fit only when artificially shoved into place, or blend smoothly into an elegant pattern of inquiry and learning.”
The guiding question here is What foundations of learning do today’s students most need to learn?The authors refer to overt and covert curriculum, overt meaning what is obvious and visible and covert meaning the underlying message such as beliefs and attitudesthe authors refer to these foundations as habits of mind and they focus on Five foundations of LearningKnowledge, Problem Solving, Literacy, Information Using, and Community
The guiding question here is What activities should designers choose to ensure that students become actively engaged in learning through construction?The authors refer to the ABCS of ActivityAuthentic Activities: ordinary practices of a culture, real world activities that the learners can relate to Can anyone give me an example example counting coins make a store with cashiersBuilding Knowledge Activities: connect facts into webs of meaning, easiest example you could write down the directions for how to tie a shoe or demonstrate the processConstructing Activities: performance activities that ask students to expand or apply their knowledge by producing something example making a CD of the French RevolutionSharing Activities: allows students to test their understanding in public arenas, receive feedback Or be challenged with new or missing evidence can anyone give me an example
The guiding question here is What activities should designers choose to ensure that students become actively engaged in learning through construction?The authors refer to the ABCS of ActivityAuthentic Activities: ordinary practices of a culture, real world activities that the learners can relate to Can anyone give me an example examplecounting coins make a store with cashiersBuilding Knowledge Activities: connect facts into webs of meaning, easiest example you could write down the directions for how to tie a shoe or demonstrate the processConstructing Activities: performance activities that ask students to expand or apply their knowledge by producing something example making a CD of the French RevolutionSharing Activities: allows students to test their understanding in public arenas, receive feedback Or be challenged with new or missing evidence can anyone give me an example
The guiding question here is, What contexts, ideas, and/or concepts afford a context for student learning?The authors refer to this as The “something” of learning which can be drawn from student interests, Prescribed curriculum or Current events but most often is guided by established standards set by the stateThe challenge here is finding a way to follow the standards and curriculum while making the content interesting and relevant to the students
What tools might a designer choose to best support and enhance student learning?The authors point out that Tools determine possible learning outcomesIf you told students to make a presentation on dogs and gave one group a set of books and some paper and the other group a computer with internet access and various software the possible learning outcomes are different, the group with the books is limited to the information in the books they may learn some new vocabulary along with information about dogs but the opportunities for learning are limited The other group has access to more information sources as well as increasing their opportunities for learning not just about dogs but how to use the software available to create their presentation