George Siemens: http://elearnspace.org/Articles/ldc.htm |
– depending on browser you’re using you might need to hit Annotate in Diigo toolbar or widget to allow you to see highlights / comments)
This is an archive of the 2013 version of ocTEL.
George Siemens: http://elearnspace.org/Articles/ldc.htm |
#octel catching up with Week 5 – a new role for VLEs? http://t.co/DGx57cKyHk— Jim Pettiward (@jimpettiward) May 29, 2013
More than just a filing cabinet? |
Are you divergor, convergor, assimilator or accommodator? Or ‘None of the above’? Or ‘All of the above’? #ocTEL http://t.co/fBDesdZwBL
— Jim Pettiward (@jimpettiward) May 16, 2013
LEARNING STYLE ACTIVITY/APPROACH
Diverging
Look at things from different perspectives
Watch rather than do
Gather information
Brainstorm
Work in groups
Personal feedback
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· Start session with brief discussion in pairs / small groups to find out what they know and their ideas on the subject
· Find out who uses which types of Social Media and what they use them for
· Demonstrate my own Personal Learning Network
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Assimilating
Logical approach
Clear explanation
Abstract concepts
Reading
Models/diagrams
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· Small section devoted to how to use a particular technology – e.g. Twitter, Diigo etc (followed up after initial one hour session)
· Explain rationale behind building your own PLN and how it can help expand access to research and expertise
· Provide links to further reading/theory in module and on website
· Diagram of my PLN
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Converging
Problem-solving
Technical tasks
Work with practical applications
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· Set up a tool during the session, or, if short of time, set aside time after session for questions/hands-on working with tools
· Allow participants to try setting up instance of tools themselves and provide support where necessary
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Accomodating
Practical approach
New challenges
Gut instinct
Work in teams
Set targets
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· Discussion Forum and Groups set up in Blackboard module to support session
· Allow time after sessi
on for hands-on practice setting up/using tools (they might need less help) · Ask participants which tools they aim to use and to report back in next session
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Chalk ‘n talk for the masses – is Khan academy really going to change the world? #ocTEL bit.ly/11XcszM— Jim Pettiward (@jimpettiward) May 10, 2013
Khan Academy – Multi-step linear inequalities |
Pedagogically, most of the material on the Khan Academy appears to exactly replicate transmission-model chalk ‘n’ talk style lectures – surely one of the strengths of the internet is that it offers us so many different ways to access information, communicate and collaborate and opportunities to break away from the more formal, lecture-based educational paradigms?
WW1 Poetry Simulation in SL (Oxford University) |
We also need to beware of making assumptions about what learners want. It’s easy to jump on the bandwagon by saying we need to build in elements of game-based learning to make engaging and effectivelearning materials, but when did we last stop to ask OUR learners what they find engaging and effective?
I’ve decided to ‘freestyle’ this week as I’ve just been looking into OER repositories as part of the H817 OU Open Education MOOC. In the spirit of reusability, I’m linking to those blog posts here: I looked at creating a mini-course based on resources sourced from some of these repositories, and also found the concept of Little vs Big OER quite interesting.
To summarise my thoughts about OER repositories, I’ve found them very inconsistent. While I’m sure that they all have a few gems hidden away, I experienced some kind of difficulty with all of them – broken links, irrelevant results returned, inability to preview content, packages which I couldn’t download or did not seem to work, bad quality materials, obscure labelling and so on. Some of this was undoubtedly my own lack of experience using the repositories and I guess I would be able to use them more effectively with practice – the problem is, if the initial experience with a resource bank is frustrating and wastes my time, it is unlikely I will return or spend the time learning how to use it more effectively. In my view, one problem is that they spread themselves too thin, trying to cover every discipline – if there was an OER repository specifically for my area of interest then I’d probably persevere with it. As it is, a well-targeted Google search still seems a better option.
I revisited YouTube and investigated whether using the ‘Filters’ on my search would enable me to find relevant resources quickly.
As for this week’s activities, I’m being asked to describe and critique, situate, design and recognise. I’ve been skim reading some of the learning theory resources, quickly rejecting some as irrelevant or uninteresting to me and focusing in more depth on those that seem more pertinent and useful. I read through and make notes, building on what I think I know already, being exposed to new ideas and trying to relate these to my own experience and prior knowledge. The next step will be to share these and hope to benefit from other participants views and contributions about them, and thus continuing to refine and build on my own knowledge.
References: See Diigo Octel group
OU Digital Literacy Framework Level 0 |