Where education and technology converge
WTF? The reusability paradox. How can reusability be bad? When first presented with this concept last year, I must admit I really did struggle with it. As a techhie, every fibre of my being compels me to focus on reuse. Hence, the paradox. After some weeks of struggling with the reusability paradox, it did start... Continue Reading →
Introduction This blog post introduces an emerging implementation of learning analytics for lecturers that offers a novel approach to the visualisation of learning analytics within the Moodle LMS called the Moodle Activity Viewer (MAV). The motivation for its design was born from the frustration of using the standard analytics reporting functions available in Moodle 2.2... Continue Reading →
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 →
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 →
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 →
(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 →
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 →
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 →
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 →
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