This post relates to my study of CCK11. I found an article I wrote two years ago regarding improving university teaching, learning theories and instructional (curriculum) design while studying instructional design through UManitoba. I thought it was relevant to my current study of CCK11, and so am reposting so that it would be included in... Continue Reading →
Socialisation as information objects – the totem pole
As part of my studies in Instructional Design with the University of Manitoba, I have been asked to reflect on George Siemen's blog article entitled Socialization as information objects and comment on the views of the model discussed. This is part 2 of my reflections. After reading George's articles, I can see how his learner-centred... Continue Reading →
Socialisation as information objects – what about diverse ways of learning
As part of my studies in Instructional Design with the University of Manitoba, I have been asked to reflect on George Siemen's blog article entitled Socialization as information objects and comment on the views of the model discussed. This is part 1 of my reflections. George discusses two examples of courses that have shifted from... Continue Reading →
Connectivism and the importance of context – an example
I have just read a post by George Siemens where he answers the question: "What is the unique idea in Connectivism?" My article is related to my participation in my University of Manitoba studies of Instructional Design. One aspect that George has highlighted in response to the question is the following: 4. Context. While other... Continue Reading →
Philosophies of Technology – Technological determinism
This post forms part of a series, where I am attempting to identify my philosophies around teaching and technology, and reflect on the impact it has on my instructional design, as detailed in my initial post. This third part of the series is focused on the philosophy of technological determinism. Kanuka's (2008) summary for a... Continue Reading →
Philosophies of Technology – Social determinism
This post forms part of a series, where I am attempting to identify my philosophies around teaching and technology, and reflect on the impact it has on my instructional design, as detailed in my initial post. This second part of the series is focused on the philosophy of social determinism. I commented in my initial... Continue Reading →
Philosophies of Technology – Uses determinism
As part of my studies, I have been asked to identify my philosophies around teaching and technology, and reflect on the impact it has on my instructional design. We have been asked to read Kanuka (2008) as a source of information on various teaching and technology philosophies, and how they are often aligned. I have... Continue Reading →
Improving university teaching, learning theory, and curriculum design
(Update: This post I wrote two years ago when studying instructional (curriculum) design. It seems quite relevant to my current study of CCK11, so I thought I would add this reference so that it may be included in the 2011 MOOC offering.) I read this article by David Jones some time ago, and have been... Continue Reading →
Definition: Behaviourism
As part of my Certificate in Emerging Technologies for Learning, I am studying 4 popular learning theories. The first theory I am discovering is behaviourism. I have read an article by Melissa Standridge hosted on the Department of Eduational Psychology and Instructional Technology wiki, from the University of Georgia. The article begins with a definition... Continue Reading →
Draft Introduction to Learning Plan for Web 2.0
I am developing an online course in conjunction with the PLE@CQUni project. Following is an initial draft introduction for my learning design blueprint as part of my study of Instructional Design in Adult Education course. My main concern with my plan is cognitive load, especially when learners have limited time. I am thinking an approach... Continue Reading →
Damo's World 