Here's a posting from Linked In:
LinkedIn Groups
Group: Instructional Design & E-Learning Professionals' Group
Subject: Announcement from Instructional Design & E-Learning Professionals' Group
Share the Knowledge - News from the eLearning frontier
Get the e-Learning News 1st! - http://ow.ly/3V8Yh
141 TOP eLearning and Workplace Learning Blogs - Read more - http://ow.ly/4I0Wn
iPad for eLearning - Read more - http://ow.ly/4I0YI
e-Learning Programs' Support Services to Learners - Read more - http://ow.ly/4I10Z
1000 eLearning Twitter Users Who Will Follow You Back - Read more - http://ow.ly/4I14x
Introduction to Evaluation in e-Learning - Read more - http://ow.ly/4I15K
14 Free and Open Source Authoring Tools for e-Learning - Read more - http://t.co/bccmk8t
17 Free Stock Photos Sites for e-Learning - Read more - http://t.co/uR0HuEB
8 Free and Open Source Web Conferencing (Online Meetings, Webinars) Tools for e-Learning - Read more - http://t.co/aYf1TjM
36 Free e-Learning Books - Read more - http://t.co/M7HvKv9
6 Free e-Learning Glossaries - Read more - http://t.co/wdvnWX5
36 Free Storyboard Templates for e-Learning (Update 03/23/2011) - Read more - http://t.co/tXLOke2
Top 10 Open Source e-Learning Projects to Watch for 2011 - Read more - http://t.co/77YrVLj
11 Free and Open Source Text to Speech Tools for e-Learning - Read more - http://t.co/eteT3RD
SlideShare Presentations - Embed the presentations to your blog or site and Share the Knowledge
Free & Open Source Authoring Tools for e-Learning - http://slidesha.re/fHdfaH
Free and Open Source Text to Speech Tools for e-Learning - http://slidesha.re/f2odj6
Facebook for e-Learning - http://slidesha.re/e3tS6K
Top 10 open source e-Learning projects to watch for 2011 - http://slidesha.re/eT08Xx
We support Free eLearning Resources and have posted the Free eLearning badge.
If you support Free e-Learning Resources, use the following code to post the badge on your website and/or blog and share with your viewers (students, colleagues, etc) the Free e-Learning Resources.
If you are blogger and you want to share your Free e-Learning Resources with the e-Learning community, and you use the Free e-Learning Resources badge send me an email to let me know. I will post your website and/or blog link on the Free e-Learning Resources page
Wednesday, April 27, 2011
Tuesday, April 26, 2011
50 more reasons why NOT to lecture
From Linked In Discussion:
0 more reasons to run from lectures:
51. All come with unique mix of intelligences.
52. Train dolphins, develop human brains by doing.
53. Einstein held that lectures kill creativity.
54. You learn best by teaching others as you learn.
55. Better to teach your dog than listen passively.
56. Dendrite brain cells grow as you use intelligences.
57. Solve real problems and inspire a finer future.
58. When people come first, knowledge is shared.
59. Rarely does invention spring from lecture hall.
60. You grow in response to your mental activity.
61. Speakers bore more for good reason.
62. Venting grows brain cells for more venting.
63. Lectures replicate talker yet ignore listener.
64. Passivity or listening yields less rewired brains.
65. Mindguiding is novel way to mutually learn.
66. Create, invent, and process new systems.
67. Universities awaken with learners at center.
68. Active encounters shape entire communities.
69. Lectures can stunt rather than spike learning.
70. Investigate new ideas and apply as you go.
71. Engage strengths to shore up weaknesses.
72. Lecture fail to diversify so miss differences.
73. Hebbian learners resist change -demand same.
74. Racism and sexism go unchecked in lectures.
75. Guard status quo and rarely boost brainpower.
76. Communities of passion grow collective IQ.
77. Brain daily defaults to ruts unless you differ.
78. Boost innovative IQ by risking new practices.
79. Default to ruts by doing same approaches.
80. Survey meetings to hear people’s view.
81. Tap potential from more human brains.
82. Facilitate with brains in mind for growth.
83. More win if people speak and feel heard.
84. More communication leaves behind jargon.
85. Multiple literacies are needed in next era.
86. Lectures rarely engage voices on other side.
87. Cross silos in favor of active skill integration.
88. Lectures use less diverse tools for lower gains.
89. Broken systems cling to outmoded lectures.
90. Brilliance come from pools just outside talks.
91. New neuron pathways grow by applying.
92. Lectures tend to shroud toxic workplaces.
93. Talking works against listener’s brains.
94. Mind-bending communities opt for challenges.
95. Cynics kills incentives through lectures.
96. It’s hard for sage on stage to model inclusion.
97. Few tone tactics learned when few talk.
98. Passive listeners tend to follow crowd.
99. Lectures increase dangers of meta messages.
100. Broken systems reconfigure by active minds.
Posted by Ellen Weber PhD
0 more reasons to run from lectures:
51. All come with unique mix of intelligences.
52. Train dolphins, develop human brains by doing.
53. Einstein held that lectures kill creativity.
54. You learn best by teaching others as you learn.
55. Better to teach your dog than listen passively.
56. Dendrite brain cells grow as you use intelligences.
57. Solve real problems and inspire a finer future.
58. When people come first, knowledge is shared.
59. Rarely does invention spring from lecture hall.
60. You grow in response to your mental activity.
61. Speakers bore more for good reason.
62. Venting grows brain cells for more venting.
63. Lectures replicate talker yet ignore listener.
64. Passivity or listening yields less rewired brains.
65. Mindguiding is novel way to mutually learn.
66. Create, invent, and process new systems.
67. Universities awaken with learners at center.
68. Active encounters shape entire communities.
69. Lectures can stunt rather than spike learning.
70. Investigate new ideas and apply as you go.
71. Engage strengths to shore up weaknesses.
72. Lecture fail to diversify so miss differences.
73. Hebbian learners resist change -demand same.
74. Racism and sexism go unchecked in lectures.
75. Guard status quo and rarely boost brainpower.
76. Communities of passion grow collective IQ.
77. Brain daily defaults to ruts unless you differ.
78. Boost innovative IQ by risking new practices.
79. Default to ruts by doing same approaches.
80. Survey meetings to hear people’s view.
81. Tap potential from more human brains.
82. Facilitate with brains in mind for growth.
83. More win if people speak and feel heard.
84. More communication leaves behind jargon.
85. Multiple literacies are needed in next era.
86. Lectures rarely engage voices on other side.
87. Cross silos in favor of active skill integration.
88. Lectures use less diverse tools for lower gains.
89. Broken systems cling to outmoded lectures.
90. Brilliance come from pools just outside talks.
91. New neuron pathways grow by applying.
92. Lectures tend to shroud toxic workplaces.
93. Talking works against listener’s brains.
94. Mind-bending communities opt for challenges.
95. Cynics kills incentives through lectures.
96. It’s hard for sage on stage to model inclusion.
97. Few tone tactics learned when few talk.
98. Passive listeners tend to follow crowd.
99. Lectures increase dangers of meta messages.
100. Broken systems reconfigure by active minds.
Posted by Ellen Weber PhD
50 reasons why NOT to lecture
From Linked In:
50 reasons to run from lectures:
1. Lecturers benefit far more than listeners.
2. Opposing views get missed in most lectures.
3. Research shows that people speak from bias.
4. Polls show growth comes through applications.
5. People learn through at least 8 intelligences.
6. Risk-taking aids progress in innovative era.
7. New neuro discoveries support guide to side.
8. Most lectures fail to capitalize on differences.
9. Plasticity literally reshape the active brain.
10. In doing and relating you tame your amygdala.
11. You retain 90% by teaching, 5% by listening.
12. Better to integrate through internet searches.
13. Lack of applying as you learn blocks growth.
14. Resist novelty and get locked in basal ganglia.
15. Renew capabilities by attempting differences.
16. Chase questions for cognitive boost and ahas.
17. Add to improvements, it beats critiquing talks.
18. When knowledge is shared, people are capital
19. Multiple Intelligences offer tools for learning.
20. Celebrate innovation by engaging community.
21. Goodwill builds across differences with practice.
22. Stack people’s deck by mutual exchanges.
23. One talker rarely owns value teams can generate.
24. Serotonin increases in good communications.
25. The mind is stretched by chasing curiosity.
26. To do is to encounter innovative possibilities.
27. Neuro discoveries reveal doing parts of brain.
28. Stress and cortisol from boredom shrinks brains.
29. Traditional skills in past eras yield to new skills.
30. IQ is not fixed and grows by doing as you learn.
31. Play stretches and grows mind for novel results.
32. People lecture from bias more than from facts.
33. Unethical habits can be mimicked from talks.
34. Emotions as key to learning - need exercise.
35. Talkers can turn civility into arrogance on stage.
36. Many people who differ are felt behind in talks.
37. People learn to disagree from active exchanges.
38. People dislike meetings where one only talks.
39. Collective brainpower is needed for novelty.
40. Math intelligence develops by doing math.
41. Verbal IQ develops by communicating more.
42. Visual IQ develops by designing images.
43. Kinesethic IQ grows by moving & building.
44. Interpersonal IQ increases by relationships.
45. Intrapersonal IQ grows by personal reflection.
46. Naturalistic IQ grows as nature adds solutions.
47. IQ increases when you lead with your strengths.
48. Brains rewire nightly based on what you do daily.
49. Learning increases through 2-footed questions.
50. Alpha brain waves shift down a gear in boredom.
Posted by Ellen Weber PhD
50 reasons to run from lectures:
1. Lecturers benefit far more than listeners.
2. Opposing views get missed in most lectures.
3. Research shows that people speak from bias.
4. Polls show growth comes through applications.
5. People learn through at least 8 intelligences.
6. Risk-taking aids progress in innovative era.
7. New neuro discoveries support guide to side.
8. Most lectures fail to capitalize on differences.
9. Plasticity literally reshape the active brain.
10. In doing and relating you tame your amygdala.
11. You retain 90% by teaching, 5% by listening.
12. Better to integrate through internet searches.
13. Lack of applying as you learn blocks growth.
14. Resist novelty and get locked in basal ganglia.
15. Renew capabilities by attempting differences.
16. Chase questions for cognitive boost and ahas.
17. Add to improvements, it beats critiquing talks.
18. When knowledge is shared, people are capital
19. Multiple Intelligences offer tools for learning.
20. Celebrate innovation by engaging community.
21. Goodwill builds across differences with practice.
22. Stack people’s deck by mutual exchanges.
23. One talker rarely owns value teams can generate.
24. Serotonin increases in good communications.
25. The mind is stretched by chasing curiosity.
26. To do is to encounter innovative possibilities.
27. Neuro discoveries reveal doing parts of brain.
28. Stress and cortisol from boredom shrinks brains.
29. Traditional skills in past eras yield to new skills.
30. IQ is not fixed and grows by doing as you learn.
31. Play stretches and grows mind for novel results.
32. People lecture from bias more than from facts.
33. Unethical habits can be mimicked from talks.
34. Emotions as key to learning - need exercise.
35. Talkers can turn civility into arrogance on stage.
36. Many people who differ are felt behind in talks.
37. People learn to disagree from active exchanges.
38. People dislike meetings where one only talks.
39. Collective brainpower is needed for novelty.
40. Math intelligence develops by doing math.
41. Verbal IQ develops by communicating more.
42. Visual IQ develops by designing images.
43. Kinesethic IQ grows by moving & building.
44. Interpersonal IQ increases by relationships.
45. Intrapersonal IQ grows by personal reflection.
46. Naturalistic IQ grows as nature adds solutions.
47. IQ increases when you lead with your strengths.
48. Brains rewire nightly based on what you do daily.
49. Learning increases through 2-footed questions.
50. Alpha brain waves shift down a gear in boredom.
Posted by Ellen Weber PhD
Are students ready for more than lectures?
Food for thought - I've often heard the comment "Students don't know enough to participate in any activities"
Here's a recent posting from a group in LinkedIn that addresses this issue:
LinkedIn Groups
Group: Higher Education Teaching and Learning
Discussion: I am tasked with building Faculty Development Session to help them move away from lecture based and towards engaging learning environments. Any links/urls you might direct me to.
James you beat me to this one!! I was just going to post
http://tinyurl.com/dont-lecture-me
You and Donald did a great job of bringing the evidence to the table. Lectures are being used because TTWWADI
That's the way we've always done it!!
Read the monkey story here
http://tinyurl.com/TTWWADImonkeys
Even when the data tells us not to do something, we end to keep doing things becasue that is the way it has always been done.
It is incredibly difficult to let go of a habit we have acquired. I went through this struggle some years back when I totoally upeneded my approach to delivery teacher professional development and committed to using Action Learning. Was it different? Yes! Was it hard? Sort of because it was different but not as hard as I thought. Did I have trouble letting go of the sage on the stage even though people LOVED my workshops and keynotes and presentations? Yes! Do participants in my programs learn more, USE what they have learnt, have new skills about learning and reflection? YES!! Do they like being active learners? Not at first sometimes because they have been taught for years to be passive learners and that learning is about compliance and guessing what the teacher is thinking. At first come people say just tell me what you want me to do and I will do it. That how school is done. It is much more work for the participants to think hard, be critical of their practice and the book learning they face. It is much more demanding for learners to be active participants. Is it worthwhile to change how to engage your learners? YES and i mean a resounding YES!! They will learn and retain and use what they are learning about AS they learn it. This is not a just in case strategy.
I guess it depends on what you believe learning is.
If you believe it is knowledge transfer from the head of the knowing to the heads of those who don't know through voice and PowerPoint, then lectures are for you.
If you believe learning is an active participatory process of engaging with content and context in which learners struggle with knowing and applying it in novel contexts, then maybe talking "at" people isn't the way to go.
Lectures can be used to raise awareness of content and point to what students need to focus attention on in their out of class study time. Can people apply what they hear in a talk in the real world without other action on their part? Not so sure about that.
I really encourage people to watch the videos and analyse the data in them and reflect on whether your students are learning for life or learning for the test in your lectures.
*climbs off her soapbox and ducks*
Lindy
Here's a recent posting from a group in LinkedIn that addresses this issue:
LinkedIn Groups
Group: Higher Education Teaching and Learning
Discussion: I am tasked with building Faculty Development Session to help them move away from lecture based and towards engaging learning environments. Any links/urls you might direct me to.
James you beat me to this one!! I was just going to post
http://tinyurl.com/dont-lecture-me
You and Donald did a great job of bringing the evidence to the table. Lectures are being used because TTWWADI
That's the way we've always done it!!
Read the monkey story here
http://tinyurl.com/TTWWADImonkeys
Even when the data tells us not to do something, we end to keep doing things becasue that is the way it has always been done.
It is incredibly difficult to let go of a habit we have acquired. I went through this struggle some years back when I totoally upeneded my approach to delivery teacher professional development and committed to using Action Learning. Was it different? Yes! Was it hard? Sort of because it was different but not as hard as I thought. Did I have trouble letting go of the sage on the stage even though people LOVED my workshops and keynotes and presentations? Yes! Do participants in my programs learn more, USE what they have learnt, have new skills about learning and reflection? YES!! Do they like being active learners? Not at first sometimes because they have been taught for years to be passive learners and that learning is about compliance and guessing what the teacher is thinking. At first come people say just tell me what you want me to do and I will do it. That how school is done. It is much more work for the participants to think hard, be critical of their practice and the book learning they face. It is much more demanding for learners to be active participants. Is it worthwhile to change how to engage your learners? YES and i mean a resounding YES!! They will learn and retain and use what they are learning about AS they learn it. This is not a just in case strategy.
I guess it depends on what you believe learning is.
If you believe it is knowledge transfer from the head of the knowing to the heads of those who don't know through voice and PowerPoint, then lectures are for you.
If you believe learning is an active participatory process of engaging with content and context in which learners struggle with knowing and applying it in novel contexts, then maybe talking "at" people isn't the way to go.
Lectures can be used to raise awareness of content and point to what students need to focus attention on in their out of class study time. Can people apply what they hear in a talk in the real world without other action on their part? Not so sure about that.
I really encourage people to watch the videos and analyse the data in them and reflect on whether your students are learning for life or learning for the test in your lectures.
*climbs off her soapbox and ducks*
Lindy
Thursday, April 21, 2011
There's Blended Learning - and Then There's Blended Learning - my response
My response to the article
http://etcjournal.com/2010/12/14/theres-blended-learning-and-theres-blended-learning/
I had a quick look at the article ...
I've experienced both forms of blended learning. For the first - about 7 years ago I participated in an action research course offered by U of A. We met f2f in November as an add-on to a conference - then carried on online for 3 months, followed by a one day workshop to start the wrap- up - and then a remaining week or so to go home and revise / finish our projects. I loved it. The initial day was a great way to form relationships, and made the online discussions much easier. It was especially useful because all of us lived at a distance, with the exception of 2 or 3 Edmonton folks. I can see this model working well for many courses - if they are bringing students together for a program meeting anyway. Of course, the initial meeting could be done via video conference if distance is a factor.
I've also taken a course using the second model. In fact, I do recall many years ago listening to the research team from UBC who initially created WebCT ( I think...it's been a few years!). Their research, which I think is still quite valid, showed that the 2nd model of online courses was most effective. They used 3 control groups - Group one was entirely f2f lecture, Group 2 was blended (1 class per week held "online" - asynchronously) - the 3rd group was offered all online. The highest satisfaction ratings came from the second group.
I am hoping eventually that I can organize my classes using the second model. It's closest to the amount of class time I was able to give my students in my multi-level classes I offered in Taber - I was able to streamline the actual group time I had with each course so that I could focus on the issues most relevant to students - the extra group work, study time, video viewing time, etc. was all done on their own while I worked with another group.
http://etcjournal.com/2010/12/14/theres-blended-learning-and-theres-blended-learning/
I had a quick look at the article ...
I've experienced both forms of blended learning. For the first - about 7 years ago I participated in an action research course offered by U of A. We met f2f in November as an add-on to a conference - then carried on online for 3 months, followed by a one day workshop to start the wrap- up - and then a remaining week or so to go home and revise / finish our projects. I loved it. The initial day was a great way to form relationships, and made the online discussions much easier. It was especially useful because all of us lived at a distance, with the exception of 2 or 3 Edmonton folks. I can see this model working well for many courses - if they are bringing students together for a program meeting anyway. Of course, the initial meeting could be done via video conference if distance is a factor.
I've also taken a course using the second model. In fact, I do recall many years ago listening to the research team from UBC who initially created WebCT ( I think...it's been a few years!). Their research, which I think is still quite valid, showed that the 2nd model of online courses was most effective. They used 3 control groups - Group one was entirely f2f lecture, Group 2 was blended (1 class per week held "online" - asynchronously) - the 3rd group was offered all online. The highest satisfaction ratings came from the second group.
I am hoping eventually that I can organize my classes using the second model. It's closest to the amount of class time I was able to give my students in my multi-level classes I offered in Taber - I was able to streamline the actual group time I had with each course so that I could focus on the issues most relevant to students - the extra group work, study time, video viewing time, etc. was all done on their own while I worked with another group.
Wednesday, April 6, 2011
Create easy drawings in Powerpoint
Once again, thanks to our Rapid eLearning Blog - here's a great demo on how to create some easy graphics in powerpoint.
Tuesday, April 5, 2011
Sunday, April 3, 2011
Design ideas
Two ideas I learned about from the upgrading online conference:
1.Ken burns design panning and zooming on still images
2.wabi Sabi dewing - the design of simplicity
It is a beauty of things imperfect, impermanent, and incomplete.
It is a beauty of things modest and humble.
It is a beauty of things unconventional.
Quote from: Wabi-Sabi for Artists, Designers, Poets & Philosophers.
By Leonard Koren
Some links to more about Wabi-Sabi:
http://www.vanseodesign.com/web-design/wabi-sabi-web-design/
http://www.presentationzen.com/presentationzen/2005/07/wabisabi_and_pr.html
See also the following book:
Reynolds, Garr: Presentationzen: Simple ideas on presentation design and delivery. Includes a forward by Guy Kawasaki.
1.Ken burns design panning and zooming on still images
2.wabi Sabi dewing - the design of simplicity
It is a beauty of things imperfect, impermanent, and incomplete.
It is a beauty of things modest and humble.
It is a beauty of things unconventional.
Quote from: Wabi-Sabi for Artists, Designers, Poets & Philosophers.
By Leonard Koren
Some links to more about Wabi-Sabi:
http://www.vanseodesign.com/web-design/wabi-sabi-web-design/
http://www.presentationzen.com/presentationzen/2005/07/wabisabi_and_pr.html
See also the following book:
Reynolds, Garr: Presentationzen: Simple ideas on presentation design and delivery. Includes a forward by Guy Kawasaki.
Subscribe to:
Posts (Atom)