I’m still enjoying the challenges of the ocTEL program, and posting something on e-assessment and e-feedback</span>

The context I am using here is a lab class in blended mode.

In terms of speed of feedback and assisting students with their knowledge of the material, a good quiz with mixture of multiple choice, select the word, hotspots, co…[Read more]

I looked at Khan’s velocity, displacement, time example and also the very different creative mystic.

<span style=”color: #000000; font-family: Consolas; font-size: medium;”><span style=”line-height: normal;”>Khan:</span></span>

– appealing to visual experiential learners as they are walked through a maths problem
– different to ocTEL, not sure…[Read more]

I looked at Socrates and Illich (& Calvin).

I guess Socrates would have been initially appalled at the idea of a teaching machine, but taken great delight in denouncing it. Although I guess the individual being in control of the learning speed (and maybe content) would be things that might gain some ground.

Illich, on the other hand, I think…[Read more]

Hi Colin,

I really liked your medieval board games example, this was an interesting take on the topic, and so far away from anything in my experience. It provided some thoughts on how one might include games playing in ordinary material like physiology classes.

Mine was just trying to turn a lecture around and make it more participative by using…[Read more]

Not sure if I have taken a very different way of dealing with this topic, but maybe it helps someone else . . .

I jumped into a lecture (something that I am quite familiar with) and decided it fitted into the south-east quadrant (social, directed) and perhaps it could be moved to the south-west (social, autonomous). To do this would require…[Read more]