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 →
Is it all just “Naval-Gazing”?
This blog post relates to my study of CCK11 and the study of learning theory. One of the week 1 readings is a document titled "What is Connectivism?" George Siemens uses Ertmer's and Newby's "five definitive questions to distinguish learning theory" framework to produce a table comparing and contrasting Connectivism with 4 other prominent learning... 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 →
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 →
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.
Biggs: Reflection – Chapter 1
Introduction After reading through Chapter 1 of Biggs "Teaching for Quality Learning at University" 2nd Edn, I found myself identifying with almost everything he had to say. Due to the size of this posting, I have broken it down into various sections. The changing landscape of tertiary education Biggs begins with an explanation of the... Continue Reading →
Biggs: Teaching for Quality Learning at University – My journey
I am in the process of reading Biggs (2003). I am going to be blogging my thoughts, ideas, and activities associated with this book as a method of reflection and engagement with the edusphere around constructivism, constructive alignment, and curriculum design. If you are interested, please join me on this journey. 🙂 Initially I planned... Continue Reading →