TBR Elearning Initiative Information Skills for a 21st Century Scotland - Home Google China Inside Search Creating a Game-Based Online Class One of the things that I like the most about the field of instructional design is the opportunity to think about that hard to quantify meta-level where you are teaching someone how to teach someone else. The most effective way to do this is to have your learner live the experience that you are trying to teach them to create. Unfortunately, the medium of a blog post does not permit me to teach you how to create a game-based curriculum by experiencing it. Step 1: Define your Objectives This is exactly the same process you should undertake at the beginning of planning for any class. Content knowledge objectivesDiscipline-specific knowledgeDiscipline-specific technical skillsOther technical skills (technology skills)Other academic skills Be as specific and detailed as possible in your objectives. Step 2: Brainstorm Game-based Ideas This may best be accomplished with a colleague, student, or other thoughtful confidant. Image: dream designs / FreeDigitalPhotos.net
Demos | Publications The internet is the greatest source of information for people living in the UK today. But the amount of material available at the click of a mouse can be both liberating and asphyxiating. Although there are more e-books, trustworthy journalism, niche expertise and accurate facts at our fingertips than ever before, there is an equal measure of mistakes, half-truths, propaganda, misinformation and general nonsense. Knowing how to discriminate between them is both difficult and extremely important. Truth, Lies and the Internet examines the ability of young people in Britain to critically evaluate information they consume online. The report reviews current literature on the subject, and presents a new poll of over 500 teachers. This pamphlet recommends that teaching young people critical thinking and skepticism online must be at the heart of learning.
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The Whiteboard Blog - Supporting the use of technology in the classroom Writing as a process not a product: How can we engage boys in writing? - jimsweetman's posterous When we start to think about why boys don't like writing in school the simple answer is that they are - self evidently - bad at it. They go to school too young and they start writing too young and they start reading too young and they see the girls do better because their motor skills, capacity to concentrate and intellect are developing at a different pace and in different directions. Boys are bad at embroidery too. When we want to engage them in independent writing, particularly at key stage two where it is a worry for other reasons, they are still writing more slowly so test conditions are particularly trying. Talk to them about the task and you will get equally interesting reactions from both sexes but when boys start to write they know they are conditioned to fail and, of course, they are right. It goes on throughout education. And, the opposite feeds back with boys into a further reluctance to write. My suggestion would be less focus on writing and much more on thinking.