This blog post relates to my study of CCK11. I have been struggling with how to express my view of the future role of educators in the 21st century. I have had an idea that centres around learner centred, control and individualism, but simply haven't been able to articulate this in my writing. I have... Continue Reading →
PLEs and PLNs
This blog post relates to my study of CCK11. What are the downsides? (http://net.educause.edu/ir/library/pdf/ELI7049.pdf) As a learning platform that is by definition always evolving, a PLE requires students to engage in ongoing decision making to maintain, organise, and grow their learning environments. The process of self-directed learning requires a degree of self-awareness, and it must... Continue Reading →
Frames and Context: Toomato or Tomato
This post relates to my study of CCK11. A fellow student, Jaap recently took the time to comment on my week 3 concept map, plus share his own (thanks Jaap :)). Jaap asked in a comment on my concept map: "I think in connectivism context and framing are look-a-likes, do you agree?" Jaap similarly makes... Continue Reading →
REPOST: Improving university teaching, learning theory, and curriculum design
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 →
Does connectivism facilitiate surface learning?
This blog post relates to my study of CCK11, and is inspired by a blog post from a fellow classmate, Skip titled Are we dumbing down? Is multitasking taking away of our ability our ability [sic] to absorb? While Skip I believe is referring to the distraction of back-channels during an online live web-conference when... 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 →
Biggs: Ch2 – Constructivism and Phenomenography
Constructivism as a concept is something that I am slowly coming to understand. Then along comes phenomenography to upset the party. Biggs provides a very brief discussion of the two and highlights their differences. Let's see if I have got it. Before I get started, I'll add that my conceptualisation of constructive alignment is ever... Continue Reading →
Biggs: Revision of Chapter 1 – 3rd Edition
I thought I'd re-read through the initial chapters of Biggs' 3rd edition to see what has changed. In fact, there were a couple of particularly interesting discussions added that were absent from edition 2. Biggs' has gone to great lengths to explain the history of outcomes-based education (OBE), and to separate his theories around constructive-alignment... Continue Reading →
Biggs: Teaching for Quality Learning at University – 3rd Edition
I am now back turning the pages with Biggs' Quality Learning at University. I have purchased the 3rd edition of Biggs' bread and butter book on constructive alignment. Superseding edition 2, I'll be focusing on this latest edition in my investigation into constructive alignment.
Biggs: My journey – postponed
Other priorities have come up and so I am postponing my Teaching for Quality Learning at University journey for now. Hopefully I'll be able to get back to it soon.
Damo's World 