Dave's real life issue - MOOC-ish Professional
Development experiment involving faculty learning about online learning
and prospective students learning about university life.
Google+'s latest features (including Hangout 'with extras'),
John asks how to make school tech committee meetings more
efficient/on-topic, and Dave contemplates how to orchestrate the
efforts of those writing the Change11 E-Book
This week, John and Dave are joined by Daniel Lynds, the University of Prince Edward Island's new Instructional Designer. The discussion centers around tips for someone in a new position who is providing support for teachers and professors using technology in their classes.
take: Age old instructional "model" of (1) Presentation, (2) Practice
with both online exercises and hope to flip classroom model with time in
class for practice not lecture, (3) guidance / feedback with focus on
mastery with integrated analytic and "badges" based on gaming concepts.
No current focus on credentials. Hope for global classroom. A lot of
tried instructional concepts on self-paced learning, but sparkle here is
each of the three elements (presentation, practice, guidance /
feedback) are done by a really smart dude. Can it scale? Is there
"enough" content beyond bites of important concepts? Heavy focus on
learner-content interaction (and to some extent learner-teacher
interaction in terms of designed instruction), but what else is required
(learner-teacher interaction or learner-learner interaction) for
practice / guidance beyond online experience?
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