pedagogy

Faculty and instructional designers take note of the best practices listed here

On 01/06/2011, in adjunct faculty, digital audio, digital learning, digital video, faculty, higher education, instructional design, multimedia, online learning, pedagogy, teaching & learning, by Daniel Christian

Example excerpts from 2010 University of Nevada, Reno

Best Practices

When asked to identify three best practices achieved by this course, one course reviewer wrote: “In all honesty this course is so well done that choosing three is like saying you have a favourite child. I really can’t do it.”

Organized and intriguing layout

The overall layout of the course is great. Students should not have any difficulty with navigation.
The content is provided in appropriate chunks in both text and as narrated presentations with a text transcript. I think this would appeal students of all learning styles.
Overall organization and consistent,uniform design of modules makes the progression of learning intuitive and exciting. The modules include introductions and objectives, a variety of media, self-checks, and multiple assessments.
Each unit is clearly defined with goals and objectives. The instructor does a very nice job connecting one unit to the next by providing a welcome at the beginning of each unit which recaps the previous unit and introduces the new unit.

Innovative use of technology

The extensive use of video and screencasts is wonderful.
The active use of the Voiceboard tools is fantastic.
The use of voice chats and voice boards make interaction and collaboration more effective than the usual discussion boards.
This course strategically places these tools where they can best be utilized to meet the objectives – this course not only uses great technology, but also uses it in a pedagogically sound manner.
The Soapbox Moment blog is a wonderful tool that allows the instructor to voice his/her viewpoints in the most appropriate place, helping him/her to remain neutral in other discussions and let his/her students’ thoughts flow freely. The soapbox uses current issues that are directly related to the course and allows students to apply what they have learned to real-world situations.

Interesting content

The Getting Started Activities, including a course tour and the use of Camtasia for the first week Assignment, were a really great idea.
The orientation is execellent. The instructor does a great job explaining the course goals and objectives as well as taking time to make students feel comfortable. In the orientation you get the sense that this instructor is available and accessible for students.
The self check exercises and varied assessments are appealling. The proctored exams ensure the integrity of the course.
The interactions and outcomes, reflected in student testimonials, show a community at work!
The inclusion of guest speakers is a wonderful design practice. Students can gain some real world experience by interacting with subject matter experts, who have experience in particular content areas.
I enjoyed the final discussion project, which incorporates the use of peer-review. Students are given the opportunity to engage with classmates, receiving and providing feedback.

Tagged with: adjunct faculty • best practices/tips • Blackboard • digital audio • digital video • faculty • instructional design • multimedia • pedagogy • teaching & learning • teaching online

The Benefits of Blended Learning Explained

On 01/05/2011, in blended learning, hybrid learning, pedagogy, by Daniel Christian

The Benefits of Blended Learning Explained — from Faculty Focus

When talking to administrators, point out that blended learning…

impacts the entire institution.
offers a learner-centered pedagogy.
may integrate with the strategic plan.
improves classroom utilization.
can help match delivery to academic need.
can help fill under-enrolled courses and programs.

When talking to faculty, point out that blended learning….

gives them access to new resources.
introduces them to online learning.
is an opportunity for faculty development and lets them experiment with new pedagogies and techniques.
helps meet student expectations and build student skills.
allows for more flexible scheduling.
retains the face-to-face aspect faculty may cherish.

When talking to students, point out blended learning…

meets their expectations for utilizing technology.
develops independent learning skills.
offers increased flexibility and convenience.
provides better access to those with job, family, or distance barriers.
helps reduce educational costs.

Tagged with: blended learning • hybrid learning • pedagogy

Moodle Tool Guide for Teachers

On 12/20/2010, in CMS/LMS, K-12 related, pedagogy, tools, by Daniel Christian

From:
http://www.cats-pyjamas.net/2010/05/moodle-tool-guide-for-teachers/

Tagged with: CMS/LMS • K-12 • Moodle • pedagogy • tools

Post Modern Pedagody – Digital Content and Tools — Don’t Leave Home Without It

On 12/10/2010, in 21st century, 24x7x365 access, digital learning, education technology, elearning, innovation, K-12 related, online learning, pedagogy, personalized/customized learning, tools, vendors, by Daniel Christian

I particularly like the last slide of this presentation; it asserts that:

Clayton Christensen, a Harvard Business Professor writes in his book titled, “Disrupting Class” that, “Like all disruptions, student-centric technology will make it affordable, convenient, and simple for many more students to learn in ways that are customized for them.” (p. 92)

Based on trends Christensen points to research which points out that, “In the subsequent six years, technology’s market share will grow from 5 percent to 50 percent. It will become a massive market. And based on further business forecasts, 80 percent of courses taken in 2024 will be online in a student-centric way.”

Tagged with: 1:1 • 21st century • 24x7x365 • digital learning • innovation • K-12 • online learning • pedagogy • personalized learning • tools • vendors

Items from the 2010 Cambridge Assessment Conference

On 12/10/2010, in assessment, instructional design, pedagogy, teaching & learning, UK, by Daniel Christian

Simon Lebus, Group Chief Executive, Cambridge Assessment
Welcome and introductory remarks
Video
Podcast

Professor Paul Black, King’s College London
Keynote address: Problems with formative and summative assessment: can a theory of pedagogy help?
Video
Podcast

Parallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jo-Anne Baird, University of Bristol
Video

Parallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jannette Elwood, Queen’s University Belfast
Video

Parallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jo-Anne Baird, University of Bristol
Professor Jannette Elwood, Queen’s University Belfast
Podcast

Parallel discussion session A: Qualifications, skills and employability: a peculiarly British obsession?
Dr. Geoff Hayward, University of Oxford
Video
Podcast

Parallel discussion session B: Why teacher assessment is not enough
Professor Peter Tymms, University of Durham
Podcast

Parallel discussion session B: Meeting the challenges of change in assessment systems: A Maltese perspective
Professor Frank Ventura, University of Malta
Podcast

Questions and discussion: Parallel session B
Podcast
Panel discussion chaired by Mike Baker, former BBC Education Editor.
Featuring: Dr Mary Bousted, Association of Teachers and Lecturers Professor Richard Daugherty, Cardiff University Isabel Nisbet, Ofqual Lord Sutherland of Houndwood Delegates are invited to submit questions prior to the conference and questions will also be taken on the day. To submit a question please email us: thenetwork@cambridgeassessment.org.uk.
Video
Podcast

Dr Philip Davies, Oxford Evidentia Limited
Hitting the target but missing the point
Video
Podcast

Tim Oates, Director, Assessment Research & Development, Cambridge Assessment
Closing remarks
Video
Podcast

Delegates’ reaction

.
For another item related to assessment, see: Tests get high marks as a learning tool — from Anne McIlroy

Tagged with: assessment • instructional design • pedagogy • teaching & learning • UK

Clickers: mobile technology that will work in classes

On 12/09/2010, in mobile technologies, pedagogy, by Daniel Christian

Clickers: mobile technology that will work in classes — Donald Clark
Seven uses and advantages include…

Tagged with: clickers • mobile technology • pedagogy

Tagged with: educational technology • innovation • K-12 • pedagogy

Eight strategies for using blogs in a course

On 11/19/2010, in blogs / blogging / vlogging, pedagogy, writing, by Daniel Christian

Eight strategies for using blogs in a course — from nspired2

Tagged with: blogging • pedagogy • writing

More Professors Give Out Hand-Held Devices to Monitor Students and Engage Them

On 11/18/2010, in education technology, engagement / engaging students, pedagogy, teaching & learning, by Daniel Christian

Some excerpts:

Though the technology is relatively new, preliminary studies at Harvard and Ohio State, among other institutions, suggest that engaging students in class through a device as familiar to them as a cellphone — there are even applications that convert iPads and BlackBerrys into class-ready clickers — increases their understanding of material that may otherwise be conveyed in traditional lectures.

The clickers are also gaining wide use in middle and high schools, as well as at corporate gatherings. Whatever the setting, audience responses are received on a computer at the front of the room and instantly translated into colorful bar graphs displayed on a giant monitor.

Professor White acknowledged, though, that the clickers were hardly a silver bullet for engaging students, and that they were just one of many tools he employed, including video clips, guest speakers and calling on individual students to share their thoughts.

“Everyone learns differently,” he said. “Some learn watching stuff. Some learn by listening. Some learn by reading. I try to mix it all into every class.”

Many of Professor White’s students said the highlight of his class was often the display of results of a survey-via-clicker, when they could see whether their classmates shared their opinions. They also said that they appreciated the anonymity, and that while the professor might know how they responded, their peers would not.

Tagged with: clickers • educational technology • engagement • Keeping students engaged • pedagogy • teaching & learning

Teaching strategies that help students learn how to learn

On 11/15/2010, in pedagogy, strategy, teaching & learning, by Daniel Christian

Teaching strategies that help students learn how to learn — from FacultyFocus.com by Sara Coffman

Tagged with: pedagogy • strategy • teaching & learning

How to make any 3rd grader love math

On 10/16/2010, in education technology, engagement / engaging students, instructional design, K-12 related, mathematics, passions, pedagogy, by Daniel Christian

How to make any 3rd grader love math — from mobile learning blog by Michael Cyger

Tagged with: instructional design • K-12 • math • passions • pedagogy

10 steps to better lesson plans

On 10/16/2010, in engagement / engaging students, instructional design, K-12 related, pedagogy, teachers, teaching & learning, by Daniel Christian

10 steps to better lesson plans — iLearn Technology

Tagged with: engaging students • instructional design • K-12 • pedagogy • teachers • teaching & learning

DevLearn 2010

On 10/12/2010, in elearning, instructional design, pedagogy, tools, vendors, by Daniel Christian

Tagged with: andragogy • e-learning • instructional design • pedagogy • tools • vendors

The test has been canceled

On 10/11/2010, in 21st century, assessment, digital storytelling, higher education, instructional design, memory, pedagogy, play, story, storytelling, by Daniel Christian

The test has been canceled — from Boston.com by Keith O’Brien
Final exams are quietly vanishing from college

The change, which was first reported in Harvard Magazine, is not a statement on the value of final exams one way or the other, Harris said. But the shrinking role of big, blockbuster tests at Harvard and colleges elsewhere is raising serious pedagogical questions about 21st century education: How best do students learn? And what’s the best way to assess that? Is the disappearance of high-stakes, high-pressure final exams a sign that universities are failing to challenge today’s students, or is it just a long overdue acknowledgment that such tests aren’t always the best indicator of actual knowledge?

From DSC:
Perhaps like many others, I don’t remember a lot from the final exams taken during my college days. My hope is that whatever methods we use, we can foster deeper, longer-lasting ROI’s from students’ studying time. We can create more “hooks” on which to hang things 5-10 years down the line (if that’s possible these days!). One thought along these lines, is to use the ideas of story, play, and promoting the creativity of our students.

The greatest teacher of all time used story — in the form of parables — all the time. I’ll bet that many of us can still recall to this day the parable of the sower, or the prodigal son…the good Samaritan or the lost coin. With enough repetition, we remember these stories and the deeper meaning behind them. They provide hooks to hang other things upon (i.e. scaffolding).

Tagged with: 21st century • assessment • creativity • digital storytelling • higher education • instructional design • memory • pedagogy • play • scaffolding • story • storytelling

This movie trailer gets at what I was trying to say the other day…

On 10/09/2010, in creativity, dangers of the status quo, Daniel S. Christian, education reform, education technology, educational games / serious games, engagement / engaging students, faith, multimedia, pedagogy, religion, strategy, by Daniel Christian

From DSC:
The other day, I was lamenting that the love of learning gets lost waaayyy too quickly in our youth. With drop out rates in the 25-30% range nationwide, we must turn this around.

A piece of that turn-around picture involves the opportunity for students to collaboratively create things (in a cross-disciplinary sort of way). This is why I am a big fan of multimedia-based projects:

One student can write the script.
Another can do the filming.
Another can take pictures for still shots.
Another can do the film and/or image editing.
Others the acting or singing or playing music.
Others can create the artwork or use their knowledge to create props
Etc.

But I’m getting ahead of myself. The film below discusses the dark side of our culture as it involves schools and education. But the topic is not just related to schools, but to our society in general. That is, we’ve been sold a bill of goods. We believe that you must earn a lot of money to be successful and happy…and that whomever dies w/ the most toys wins.

This competitive streak is a worldly way of looking at things…but is a powerful current to fight. In fact, coming from a competitive background and being a Christian (in faith) myself, I’ve often asked myself whether I believe competition is a good thing or a bad thing. I don’t think I’ve arrived at the final answer to that question, as sometimes I think it can be good (as it can be helpful in developing characteristics of discipline, perseverance, character, integrity, etc.) and sometimes it can be bad. Check out the video/trainer here to see what I mean.

Tagged with: collaboration • cross-disciplinary assignments • Daniel S. Christian • education reform • educational technology • engaging students • faith • Keeping students engaged • multimedia • pedagogy • religion • the good and bad sides of competition

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