The world is your classroom

Education | 2011.05.06 23:32 | Posted by 스마트 안전보건

This article is from Dr. Steve Wheeler's Blog.

I want to inspire you to reach farther. Most teachers are limited to their classroom, or to the environment within which they and their students can interact. Some may be fortunate enough to escape from the classroom to lead outdoor education trips, or work within a forest school, spending class time exploring and learning from their surroundings. Some teachers are even lucky enough to conduct a comparative studies trip in a foreign country. Most teachers though, usually find themselves trapped within the four walls of the classroom or lecture hall for much of their working week. And yet with the new social media tools, we can all be worldwide educators. All we need is something important to say, and a tool such as this blog as a vehicle to say it with.  It never ceased to amaze me how many students contact me to say how much they enjoy reading this blog. Some have told me how much it has inspired them to learn more, explore, take risks, and reach further.

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This kind of positive affrirmation is very important to me and to other edubloggers. Personally, it's one of the main reasons I continue to blog and invest my time in it. Knowing that what I'm writing, and the richness of the subsequent dialogue are having a such positive impact on someone, is one of the main reasons I blog so regularly.  This morning I happened to stumble upon an interesting Twitter stream hashtag - #qaz11 - which I quickly realised was being generated by a group of students in the care of my old friend Jose Luis Garcia (well worth following him on Twitter: @JL3001, over at the University of Cantabria in Spain. Although the tweets were in Spanish, I was able to translate them using Tweetdeck, and I followed for a little while. The students were discussing the merits of the 10 Teaching with Twitter activities I posted on this blog. It was interesting to see them analyse and evaluate the potential of each of the activities within their own professional context as trainee teachers. Without me actually being there, my thoughts were having an impact on the students' learning - my ideas were helping them to frame their thinking, promote discussion and engage critically with the topic.  The same is happening all over the world, every hour, every day as teachers begin to share their ideas and advice, best practice and top tips across a global platform - the blog. We have become a new breed of teacher Quite literally, we are worldwide educators, with students in every country of the world, who read our blogs, think, argue, learn and then go off to try out some ideas. We don't always see them, and we may never meet them, but they are there, and they are learning.   So don't limit yourself to seeing the four walls of your classroom as the full extent of your world. Reach further - and become a worldwide educator. You have the technology.  Multi-media brought the world into your classroom. Social media will take your classroom into the world.

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9 reasons to replace traditional online courses with games for learning

Education | 2011.04.19 01:21 | Posted by 스마트 안전보건

1. Games give lots of choices to learners.

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Games are doing a really good job for providing learning with a lot of choices.

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2. It is what Amazon.com would do if they had your job.

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Games customize your environments based on your profile or levels you are on a game.

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It is just like the customization of Amazon.com in which you are provided with customized information about books and other products you are interested in based on your profile or your purchasing experiences.

3. There are no next buttons

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There are 2 reasons that learners hate next buttons. The first reason is that it forces learners to be linear for thinking. It is like do this and this and this. Secondly, next buttons overuse context with too many materials for learners to read and do.

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4. Cognitive psychologists dig it

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The best instruction hovers at the boundary of a learner's competency (by Andy Disessa at Berkley graduate school of education).

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<Zone of Proximal Development>

5. Sometimes it is good to fail

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If you want to succeed, double your failure rate (by Thomas Watson, the founder of IBM).

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6. Games immerse learners in context

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For example, games do this. With this kind of games, learners know what to do and how to make it complete.

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7. Get rid of learners once and for all

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8. Games make data sexy

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9. Nobody ever wanted to stay up until 2AM just to take your CBT one more time before going to bed.

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Games are more fun and have surprises, collaboration, and most importantly mastery. If you master something, you would feel fun.

In other words, with games, 'Learning is the drug.' (by Raph Koster 'Theory of fun)

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In short, there is no learning objective that can't be made into a great game.

But traditional online courses, there is no learning objective that can't be ruined by turning it into a 'nexter'.

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QR codes on Learning and Training in AR

Education | 2011.03.15 01:42 | Posted by 스마트 안전보건

I created 3 QR codes to share with you about my presentation done in

2011 SITE conference on March 10th 2011.

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Futuristic learning and training with augmented reality part 1

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Futuristic learning and training with augmented reality part 2

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Futuristic learning and training with augmented reality part 3

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How to make a good tutorial

Education | 2011.01.03 23:13 | Posted by 스마트 안전보건

There are several methodologies for instructional design. And this article is about how well design and develop a tutorial among various instructional methodologies.

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Introduction

Use A short title page

State the lesson goals and objectives briefly, except with children

Give accurate directions and make them available to the learner at all times

Relate what the learner will study to previous knowledge

Avoid putting pretests in a tutorial. Use pretests only when you know they

are needed and use them in separate computer programs whenever possible

 

Learner control

Give adults more control than children

Always allow control of forward progression and backward review

Allow global controls, rather than occasional control, as much as possible

Always allow temporary termination

When menus are used, they should always be available

Always provide controls for audio, video, and animation (pause, continue,

reply, skip, volume change, and speed change)

Use the mouse for learner control

 

Motivation

Emphasize intrinsic motivation whenever possible

Consider motivation at macro-level (strategies) and micro-level (lesson characteristics)

Provide an appropriate level of challenge

Arouse and maintain curiosity

Enhance imagery and involvement through fantasy

Provide an appropriate level of learner control

Arouse and maintain attention throughout the lesson

Content should be relevant to the learner and the relevance should be made clear

Provide opportunity for success and satisfaction through appropriate

goals, reinforcement, and fairness

Apply motivation techniques in moderation, intelligently, and in harmony

with other instructional factors

 

Presentation of information

Presentations should be short

Layouts should be attractive an consistent

Avoid scrolling

Use conventions in paragraphing, keypresses, directions, and response prompts

Use graphics for important information, analogy, and cues

Keep graphics simple

Use color sparingly and for important information

Avoid color in text

Text should be lean, clear, and have good mechanics

Stress clear transitions between presentations on different topics

Use appropriate organizational methods for verbal information, concepts, rules,

and principles, and skills

Provide procedural help and make it easy to request

 

Questions and responses

Ask frequent questions, especially comprehension questions

Use the mouse for responding whenever possible

Put the typing prompt below the question and the left margin

Questions should promote response economy

Ask questions about important information

Allow the learner more than one try to answer a question

Do not require the learner to get a correct answer without help to proceed

Give help on response format whenever necessary

Alternate-response questions are harder to write, easier to judge, and allow guessing

Constructed-response questions are easier to write, harder to judge, and prevent guessing

Foils on multiple-choice questions should be plausible

Fill-in questions should have the blanks near the end

Be aware of whether you should be testing recall or comprehension,

and use appropriate question types

Reading difficulty should be appropriate to the learner's reading level

Avoid abbreviation and negatives in questions

Questions should never scroll out of view

Questions should appear after information in a lesson and below information

on a particular display

Global learner controls should still be available during questions

 

Judging responses

Judge intelligently, as a live instructor would. Allow for word order, synonyms,

spelling, and extra words

Look for both correct responses and expected incorrect responses

Allow as much time as the learner needs for a response

Allow the learner to ask for help, and to escape

Providing feedback about responses

If response content is correct, give a short affirmation

If response format is incorrect, say so and allow another response

If response content is incorrect, give corrective feedback

 

Remediation

Provide remediation for repeated poor performance. This might be

a recommendation to restudy or see the instructor

Sequencing lesson segments

Overall sequence should be hierarchical or based on difficulty

Avoid simple linear tutorials. Provide branching based on performance

The learner should control progression. Never use timed pauses

Provide restarting capability

Give sequence control to mature learners

Always permit temporary ending based on learner choice

Permanent ending should be based on learner performance

 

Closing

Store data for restarting

Clear the screen

Make the end obvious with a short final message

Return the learner to where he or she started before the tutorial

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MOOCs, knowledge and digital economy

Education | 2010.12.22 15:57 | Posted by 스마트 안전보건

This article is a research project by Dave Comier, George Siemens, et al and

deals with Massive Online Open Courses (MOOCs), which means that all knowledge

and information may be done and shared on and online basis.

These videos tell you more about MOOCs.

 

Sometime in June Sandy McAuley, Bonnie Stewart, George Siemens and I decided to apply to SSHRC for funding for researching the place of MOOCs in the digital economy. We did a little work creating videos to allow people to understand what was going on in a MOOC and decide if it was something they might want to do.

We also did a huge write up that you might find interesting

The MOOC Model for Digital Practice responds to the “Building Digital Skills for Tomorrow” section of the consultation paper Improving Canada’s Digital Advantage: Strategies for Sustainable Prosperity by synthesizing the current state of knowledge about Massive Online Open Courses (MOOCs).


See more at davecormier.com

 

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Top 10 strategies for a successful E-learning

Education | 2010.12.17 07:48 | Posted by 스마트 안전보건

Many tasks, roles, and tools are required to design and develop robust,

effective e-learning.

By Mark Steiner

 

Today’s wide blend of technologies enables an extraordinary range of cognitive, affective, and social enhancements of learning capabilities. Advances in collaborative learning and experiential simulation enable a variety of guided and inquiry-based learning that cross the barriers of distance and time. Through a mixture of instructional media, learners and educators can experience synchronous and asynchronous interactions.

 

This article focuses primarily on asynchronous learning, specifically constructing self-paced e-learning courses, though these strategies could be applied to a variety of learning design and development situations. Designing and developing robust, effective e-learning is not easy. Many tasks, roles, and tools are required to complete the process successfully. Here are 10 of the fundamentals critical to success.

 
  1. Educate the client on the fundamentals of e-learning. Regardless of a client’s level of e-learning awareness or sophistication, an educational process must occur. This is true whether it is an internal or external client. Even among experienced professionals within this industry, individuals undoubtedly have varying nomenclature regarding roles, processes, and tools. It is essential to educate your client on roles, processes, tools, options, costs, feasibility, and consequences to ensure all parties are operating on similar assumptions and guidelines. You and your client should approach the endeavor as a partnership. Assist your client in realizing what an integral part it is to the process. Build trust with your client by providing it with sensible, honest, pragmatic expertise. However, don’t be afraid to exert control and don’t be afraid to say no. Remember it’s your responsibility to set and control the client’s expectations.
 
  1. Determine the actualtraining need or gap. If training is not the solution to the problem, you are guaranteed to fail. It is doubtful either you or your client desire such an outcome. To help ensure determination of the actual deficiency, perform a thorough analysis, working closely with your client. Begin your analysis with what your client thinks is wrong, then dig deeper, utilizing your previous experiences, education, and intuition. There are a variety of resources that can assist individuals and organizations in enhancing and strengthening their analysis process.
 
  1. Define your process and communicate it, focusing on key review points in the cycle. The design and development of e-learning is often a complicated collision of ideas, tools, roles, people, technology, and desired outcomes. You and your client want predictable results. A well-defined, reliable process is the clearest way to get the desired results. What activities are to occur? When will they occur? Which ones must be completed before other activities can begin? It is important to make your client aware of its responsibilities: specifically inputs, review cycles, and corresponding impacts

 

Mark Steiner is president of learning solutions firm mark steiner, inc. Visitwww.marksteinerinc.com for more information.

Read more at www.trainingmag.com


 

 

 

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Best free online wiki sites

Creativity | 2010.11.19 07:46 | Posted by 스마트 안전보건

These wiki sites are best recommended wikis in terms of compatibility, functionality,

and easiness. Wiki is the most collaborative site especially for education settings.

 

 

Best Free Online Wiki 
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For several weeks I have explored and shared both the Enjoyable and Disappointing of free, online wikis from the most popular to a couple of up-and-comers.
These highlights have consisted of the positives as well as negatives, the latter of which will hopefully be addressed by each respective wiki.

Wikia’s To Do

Reducing the sense of information overload and page clutter, will go a long way toward improving the overall Wikia User eXperience (UX). With so many choices, so much content, numerous ads, and an incoherent visual flow, one is forced to spend an inordinate amount of time scanning pages to find desired actions and navigation choices.
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Wetpaint’s To Do

Wetpaint presents a very well refined and enjoyable User eXperience (UX) with the need to smooth out some rough edges

PBwiki’s To Do

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PBwiki provides robust functionality for both editing wiki pages as well viewing those changes.

Google Sites’ To Do

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See more at tpgblog.com

 

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The power of E-learning

Education | 2010.11.12 04:09 | Posted by 스마트 안전보건

E-learning is the education system that people can't ignore or should keep up with

at the 21st century for their lifelong education.

Nowadays, the term, Distributed Learning System, is more used than e-learning.

It is because distributed learning has much wider range of meaning.

 

One of the basic tenets of adult learning is that learning needs to take place at the time that the knowledge is required.

In today’s business climate, the performance of your people is a critical differentiator for your business’ success. When change is the only constant, your organization must establish a baseline of competency and skills among your workforce.
No matter the size of your organization
can move your organization forward by delivering measurable results that drive performance.
Learning Portal: Often when businesses look into assessed eLearning solutions they run into three potentially scary letters
Social Learning: Social learning is a powerful training tool for any sized company.
This is one reason why providing self-paced and e-learning is such a powerful and effective investment for businesses. E-learning can provide every employee
consistent learning that is available at the time they require it.
mLearning:
Webcasts/Meetings:Read more at www.trainingmag.com

 

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Reusable Learning Project

Education | 2010.11.11 06:15 | Posted by 스마트 안전보건

THE REUSABLE LEARNING PROJECT

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The Reusable Learning project received initial funding from the National Science Foundation in Fall 2003 as part of the National Science Digital Library initiative (NSF DUE-0333590). The project will conclude in Fall 2005. The objectives of the project are to:
Develop Reusable Design Guidelines intended for content authors and digital repository managers. They provide a set of specific actions that can be taken in five areas to improve the reusability of digital learning resources. These guidelines, and other resources developed by the project, synthesize the body of research and practice that has built up in this domain.
Developing recommendations on how collections can expose reusable content in searches.
Disseminate these guidelines and recommendations, and train NSDL project participants on their use, through a series of workshops, and through the development of this web site and other resources.
All resources produced by this project are applicable to the entire educational community.
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The following topics provide an introduction to the concepts of reusability, and the factors affecting reusability:
The Case for Reusability
What, How and by Whom
Introduction to Reusable Design
Factors Affecting Reusability
Granularity (or aggregation level)

 

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