focus on balance in your 'moodle'
Database tool (see moodle .org for ideas)
objectives: eg
- students can create and share notes and engage in 'peer review'
- learner centred
- cross references and links 'notes' in data base
- collaborative working
- informal learning environment
- provides feedback
- text or video reviews
- image gallery
- icebreakers
- web links
Wednesday, September 1, 2010
Pedagogy of E Learning
When you take the 'e' out of 'e-learning' what are you left with?
Learning!
Wherever you are teaching, whatever tools or resources you use you are still 'building for pedagogy'; not process
Learning!
Wherever you are teaching, whatever tools or resources you use you are still 'building for pedagogy'; not process
Use as a scaffolding tool; constructivist in approach to meet different learning styles and needs to:
-engage, explore, experiment, scaffold...
-accessibility shouldn't exceed engagement
How?
- use themes that are visually engaging not look like an 'intranet' as information repository
- innovative design; use of video, pictures, html blocks and lables
- allow room for personalising through themes: eg use 'dashboard'; drop downs; colour; focus
- link pictures as 'labels'
- link and embed content
- check copyright at smartcopying.edu.au
- enlarge text editor to provide more options
- be creative
use surveys
use main menu blocks
use photos - flickr: creative commons
use icons - iconspedia web 'free icons'
use 'art' - devientart
use photoshop/photo editor - go to picnik to resize photos
use navigation 'schema' (eg icons in labels)
see moodle.org to download and explore 'building' a moodle for yourself...
add accordian course format 'plug in' - needs to be added by admin; to make things 'not visible' so that it is still accessible
see 'imoot' as example of moodle site
Thursday, March 11, 2010
What is Judgement?
“Good judgment comes from experience. Experience comes from bad judgment.”
“If you judge, investigate”
“We should not pretend to understand the world only by the intellect. The judgement of the intellect is only part of the truth.”
“The pendulum of the mind oscillates between sense and nonsense, not between right and wrong”
“Never utter these words: 'I do not know this, therefore it is false.' One must study to know; know to understand; understand to judge.”
“If you judge, investigate”
“We should not pretend to understand the world only by the intellect. The judgement of the intellect is only part of the truth.”
“The pendulum of the mind oscillates between sense and nonsense, not between right and wrong”
“Never utter these words: 'I do not know this, therefore it is false.' One must study to know; know to understand; understand to judge.”
Thursday, February 4, 2010
Self Assessment
Helping Learners to understand what is expected of them:
Self and peer assessment are strategies VET work force need to develop -training should prepare for the 'world of work'
- reflective questions
- developing relationships
- understanding of criteria
- picture of competence - and skills being assessed
- model competence
- coaching and modelling
Self and peer assessment are strategies VET work force need to develop -training should prepare for the 'world of work'
Assessment for Learning Reflection for planning CB-A projects
Some key planning intentions of CB-A participants
- using Assessment for Learning Strategies (A4L) in planning and implementation eg: questions,
conversations/meetings/groups, encouragement, information, feedback, developing
communication, observation and reflection
- changing and integrating A4L in assessment practice...
- embedding project into workplace programs and 'mapping to program needs and outcomes'
- invitations to engage other CB-A participants in each others projects
- using A4L research, workshops and 'reading' to inform project planning and implementation
- introducing others to principles of A4L
- using technology and producing tools to apply principles A4L
- supporting others (learners, peers, clients eg employers)
- 'started out big' - changing direction
- using Assessment for Learning Strategies (A4L) in planning and implementation eg: questions,
conversations/meetings/groups, encouragement, information, feedback, developing
communication, observation and reflection
- changing and integrating A4L in assessment practice...
- embedding project into workplace programs and 'mapping to program needs and outcomes'
- invitations to engage other CB-A participants in each others projects
- using A4L research, workshops and 'reading' to inform project planning and implementation
- introducing others to principles of A4L
- using technology and producing tools to apply principles A4L
- supporting others (learners, peers, clients eg employers)
- 'started out big' - changing direction
Thursday, November 26, 2009
Promoting high quality interactions with learners
27th November 2009
Effective Questioning
- find out where the learner is
- check level of understanding and prior knowledge
- 'who is at what point?'
- challenge thinking
- encourage laughter
- encourage opinions
- encourage self assessment
- to review progress
- to plan for progress
- 'where to from here'
- to 'add more'
- to move forward
- to work out what needs to be done
- to provide feedback and motivation
- to develop relationships
- to encourage thinking
- to 'bridge' gaps
- to overcome fear; develop confidence
Why do we ask questions?
(in general: pattern 0f importance to this group - it was noted this will vary according to situation and context in which they are working; emphasis will be different; mixed range of ability, knowledge and experience)
eg:
- find out what learners want to know
- identify , diagnose difficulties or blocks to learning
- structure tasks to maximise learning
- stimulate interest
- to focus on an issue or topic
- promote thinking
- stimulate to ask questions
- manage and organise learning behaviour
- give opportunity to assess and learn through discussion
* focus on AQTF standards - depth and breadth of knowledge; rather than TP's!
Strategies
Do you really expect an answer or are you using questions as a prompt?
Think about use of questioning - frame questions where you want people to 'open up'
key messages: prepare, plan, work out what you want to achieve, sequence, open questions (talk and explore ideas)
Be confident to 'wait and put back to group' - don't always jump in b4 response...allow time for 'talking'; use and share wisdom of the group. Using group and giving space to stimulate responses from group.
have a framework of questions in 'our head'
*Dave Rumsey's framework for VET questioning
'stems' eg What would you do if...? What would you do instead...?
Link to dimensions of competency!
enabling us to gather evidence in different situations (transfer skills)
Effective Questioning
- find out where the learner is
- check level of understanding and prior knowledge
- 'who is at what point?'
- challenge thinking
- encourage laughter
- encourage opinions
- encourage self assessment
- to review progress
- to plan for progress
- 'where to from here'
- to 'add more'
- to move forward
- to work out what needs to be done
- to provide feedback and motivation
- to develop relationships
- to encourage thinking
- to 'bridge' gaps
- to overcome fear; develop confidence
Why do we ask questions?
(in general: pattern 0f importance to this group - it was noted this will vary according to situation and context in which they are working; emphasis will be different; mixed range of ability, knowledge and experience)
eg:
- find out what learners want to know
- identify , diagnose difficulties or blocks to learning
- structure tasks to maximise learning
- stimulate interest
- to focus on an issue or topic
- promote thinking
- stimulate to ask questions
- manage and organise learning behaviour
- give opportunity to assess and learn through discussion
* focus on AQTF standards - depth and breadth of knowledge; rather than TP's!
Strategies
Do you really expect an answer or are you using questions as a prompt?
Think about use of questioning - frame questions where you want people to 'open up'
key messages: prepare, plan, work out what you want to achieve, sequence, open questions (talk and explore ideas)
Be confident to 'wait and put back to group' - don't always jump in b4 response...allow time for 'talking'; use and share wisdom of the group. Using group and giving space to stimulate responses from group.
have a framework of questions in 'our head'
*Dave Rumsey's framework for VET questioning
'stems' eg What would you do if...? What would you do instead...?
Link to dimensions of competency!
enabling us to gather evidence in different situations (transfer skills)
Thursday, November 19, 2009
13th November Integrating Assessment for learning
6 key strategies for changing practice – unexpected outcomes
Student/Learners
Better depth of knowledge
Faster inclusion into the guild – respect earned
Ownership of learning
Possibly different from what they know now
‘Rebellion’
Feedback
Feed forward
Flexibility
Capacity
Self confident
Motivation
Confidence
Pathways
Engagement
Empowered
Ripple effect on life
Industry
Partnerships
Changes to association with industry
Job ready employees
Closer to what industry need
Govt
Develop workforce capacity
Licensing regulation and accreditation
Better outcomes for students
Meeting AQF
Embedding quality practices in audits
Auditing practices to change
Change Agent 'Me'
Keep up to date with who change agents are
Networks
How do CA support growth
Influence others
Change practice
Increase professional judgement
Change in organisation
RTO/staff
Resources
Facilities
staffing
Admin
Quality/comp
Changing ‘landscape’
Business plan
Changing direction
Performance development
Upskilling
Job satisfaction
Morale
Culture of organisation
Career aspirations
Possibly hard ax organisation
Efficiency/higher turnover
Student/Learners
Better depth of knowledge
Faster inclusion into the guild – respect earned
Ownership of learning
Possibly different from what they know now
‘Rebellion’
Feedback
Feed forward
Flexibility
Capacity
Self confident
Motivation
Confidence
Pathways
Engagement
Empowered
Ripple effect on life
Industry
Partnerships
Changes to association with industry
Job ready employees
Closer to what industry need
Govt
Develop workforce capacity
Licensing regulation and accreditation
Better outcomes for students
Meeting AQF
Embedding quality practices in audits
Auditing practices to change
Change Agent 'Me'
Keep up to date with who change agents are
Networks
How do CA support growth
Influence others
Change practice
Increase professional judgement
Change in organisation
RTO/staff
Resources
Facilities
staffing
Admin
Quality/comp
Changing ‘landscape’
Business plan
Changing direction
Performance development
Upskilling
Job satisfaction
Morale
Culture of organisation
Career aspirations
Possibly hard ax organisation
Efficiency/higher turnover
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