Dr. Graham said yesterday something that stuck with me. We were talking about online high schools and how students seem to want to state that they do not learn very much. Dr. Graham made the point that:
Technology has the capacity to represent large amounts of content, which in turn can let people do what they are best at: teaching. Teachers are overburdened with presenting content that they are not able to spend adequate time mentoring, encouraging, inspiring, and motivating students.
A new paradigm needs to be developed. We need to leverage technology more fully to enable teachers to do what they have been called to do: teach.
Tuesday, March 30, 2010
Wednesday, March 17, 2010
Blended: Online or F2F
It's not online. It's not face-to-face. It's blended.
What are the strengths that are unique to face-to-face classes?
- Personal interaction
- Instructor immediacy
- Dynamic conversational structure (real-time)
What are the strengths that are unique to online classes?
- Large amounts of content
- Free of time and geographical constraints
How can you leverage these unique strengths to create a powerful blended learning format?
What are the strengths that are unique to face-to-face classes?
- Personal interaction
- Instructor immediacy
- Dynamic conversational structure (real-time)
What are the strengths that are unique to online classes?
- Large amounts of content
- Free of time and geographical constraints
How can you leverage these unique strengths to create a powerful blended learning format?
Tuesday, March 16, 2010
IP&T 664 3-16-10 : Great Class Notes
Before you figure out how to say something (representation layer) you need to decide what to say (message layer). The "what" comes from the content layer. The content needs to be broken down into messages that then need to be packaged into message "structures". It is the message structure that ends up being "represented".
One things an instructor does is draw attention to something. How does an instructor decide what to point to? What is given the attention needs to be important and needs to be a part of something bigger that is trying to be conveyed.
Strategy is necessary to determine how the message is going to represented. Strategy determines what the student is going to do with the messages from the content.
The instructional designer needs to think in terms of manipulating the learning process to achieve some instructional objective.
The message is always conditioned by the strategy. The strategy will constrain the message and focus the student on it.
We should spend some time in the abstract, ambiguous, and messy until the main ideas of the design surface. This is one of the principle playgrounds of inspiration for the designer.
It is imperative to understand the subject matter in a deep, personal way before attempting to teach it to someone else. You cannot teach beyond what you know and have experienced. This is a process and it takes time.
Instruction needs to be adaptive and responsive to the individual.
The strategy is the decision of what to emphasize and what to summarize.
How can I create and use the principle of disequilibrium to create interest and inquiry in students?
If you are going to use a strategy, when are you going to do it and how are you going to do it?
How do I help a student "mine more understanding" from the content?
What is going through a student's mind as he or she receives instruction?
*** It is helpful to write a narrative of what I would like to go through the mind of the people I teach.
*** Instruction is a conversation with students.
One things an instructor does is draw attention to something. How does an instructor decide what to point to? What is given the attention needs to be important and needs to be a part of something bigger that is trying to be conveyed.
Strategy is necessary to determine how the message is going to represented. Strategy determines what the student is going to do with the messages from the content.
The instructional designer needs to think in terms of manipulating the learning process to achieve some instructional objective.
The message is always conditioned by the strategy. The strategy will constrain the message and focus the student on it.
We should spend some time in the abstract, ambiguous, and messy until the main ideas of the design surface. This is one of the principle playgrounds of inspiration for the designer.
It is imperative to understand the subject matter in a deep, personal way before attempting to teach it to someone else. You cannot teach beyond what you know and have experienced. This is a process and it takes time.
Instruction needs to be adaptive and responsive to the individual.
The strategy is the decision of what to emphasize and what to summarize.
How can I create and use the principle of disequilibrium to create interest and inquiry in students?
If you are going to use a strategy, when are you going to do it and how are you going to do it?
How do I help a student "mine more understanding" from the content?
What is going through a student's mind as he or she receives instruction?
*** It is helpful to write a narrative of what I would like to go through the mind of the people I teach.
*** Instruction is a conversation with students.
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