The Differentiator Try Respondo! → ← Back to Byrdseed.com The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four
Innovating Pedagogy 2017 | Open University Innovation Report #6 This series of help sheets is designed for people who are trying out distance and online education for the first time, and for teachers who have already taught at a distance and want to try something new. Each help sheet outlines one approach to learning at a distance and provides guidance on how to put this into practice. All the help sheets are based on approaches covered in past Innovating Pedagogy reports and take into account that students may have only limited access to technology and the Internet. The latest report in our annual series explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. Download Innovating Pedagogy 2020 This eighth report, produced in collaboration with the National Institute for Digital Learning (NIDL), Dublin City University, Ireland, proposes ten innovations that are already in currency but have not yet had a profound influence on education in their current form.
Handbook of Online Learning: Innovations in Higher Education and Corporate Training (9780761924036): Kjell Erik Rudestam, Judith Schoenholtz-Read How do we interpret technologies in use? - Liquid Learning This is the second in a series of tools that were released at the October 2007 Open Classroom Conference in Stockholm, alongside the socio-technical activity tool that was described in my previous post. It has benefited immensely from participant feedback during the workshop session and what feels like a finished version - or at least a version that is ready for further comment/criticism - is presented here. The development of the tool stems from my own engagement with the integration, embedding, deployment, evaluation - pick your own circumstance – of technologies in education. An ongoing and not necessarily simple process that requires some understanding of how we actually use technologies or perhaps what is more easily described as a sense of what technologies become, defined by their patterns of use. This is something I recognise as complex relationship between design, affordance and appropriation. How does it work in practice? References:Pinch, Trevor J. and Wiebe E.
Rhizomatic Learning For several years now, I have been considering how the rhizome might function as a metaphor for learning and a model for education. I tend to agree with Gilles Deleuze and Félix Guattari (2002) who in writing about the tree as the long standing metaphor for knowledge and learning said, “We’re tired of trees. We should stop believing in trees, roots, and radicles. They’ve made us suffer too much" (p. 15). In their stead, Deleuze and Guattari offer the rhizome. A month ago, my friend Jane, a professor at a Connecticut University posted this definition of rhizome: The rhizome is a tangle of tubers with no apparent beginning or end. So today as Scott Klepesch, Deb Gottsleben and I were visiting English teachers, Cathy Stutzman and Meg Donhauser and librarians Heather Hersey and Marci Zane from Hunterdon Central Regional High School (HCRHS) in NJ, I began to see what the rhizomatic classroom might resemble. Meg’s class is run like a choose-your-own British literature adventure!
The Education Apocalypse #opened13 read Below are the notes and the slides from my talk today at Open Education 2013. David Kernohan and I shared the morning keynote slot today, and we were asked by David Wiley to offer a critique of open education. And so we did. The Education Apocalypse A couple of years ago, the Christian radio broadcaster Harold Camping predicted that Jesus would return to earth on May 21, 2011. When Camping emerged from his home on May 22, the morning after the date he’d set — “flabbergasted” — he revised his predictions. His revision: the Rapture and the end of the world would both occur on October 21, 2011. It was a successful marketing campaign. Doom- or salvation- filled, predictions about the end of the world have always been — well, up ’til now as here we stand today — wrong. One of those dates: 2045. Much like the Rapture has long promised, once we abandon the limitations of our earthly existence, we will be able to live forever. We will live forever inside the machine. 50 years. And again.
Moving beyond self-directed learning: Network-directed learning This site has been created to foster discussion on how our thinking, learning, and organizational activities are impacted through technology and societal changes. Since the original publication of Connectivism: A Learning Theory for the Digital Age, I've been approached by many people requesting additional thinking and discussion. Four tools are available to provide dialogue: Blog for my personal reflective thoughtsWiki for collaborative content creationDiscussion forums for discussion on issues impacted by a connectivist view of learningEmail list for discussions on technology, networks and learning Most resources on this site are intended for public viewing, but contributing to the wiki or discussion forums requires registration. If you are interested in general learning and technology trends, please visit my elearnspace site.
Education in 'not broken' shock This is what all education is like - FACT. I've complained about the "education is broken" meme before - my reservations about it have been threefold: i) It's just lazy - saying something is broken (or dead) avoids having to do any subtle analysis and appeals to a simplistic viewpoint. ii) It frames technological change as a crisis and not an opportunity - Mike Caulfield covered this better than me, but once you adopt a 'broken' metaphor then a whole set of language accompanies it which frames it as a negative problem to be fixed. iii) It's suspicious - those who peddle the "education is broken" line usually have something to gain from its acceptance. I've been studying the Masters in History at the OU recently (it's an 18 month long haul, only 2 months in). First of all we had to read quite a dense text (Davidoff and Hall's Family Fortunes), we were provided with reviews around it and the first assignment was based around analysing its approach.
SecondLife Whatever happened to Second Life? In the mid-2000s, Second Life was one of the most talked-about things in tech. Singer/songwriter Regina Spektor used the virtual world to conduct listening parties, while rapper Chamillionaire conducted virtual meet and greets. MTV sponsored in-world fashion shows, tech firms set up training centres and hip brands rushed to set up virtual storefronts; in the real world, Second Life was a business magazine cover star and the subject of breathless dozen-page spreads in tech titles. Things have changed. Many brands' stores have been deserted for years, and concurrency - that is, the number of people using the service at the same time - has been slipping. Don't believe the hype Part of the problem is that the gentlemen and women of the press got a bit excited. "Whether that was out of some low-grade malice or simply because of a complete lack of understanding is an open question. Learning curve One reason for the Second Life's relative lack of success is its famously steep learning curve.