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A Guide to K-12 Open Source LMS Options -- THE Journal
A Guide to K-12 Open Source LMS Options -- THE Journal
Overview of open source LMS options with examples of districts currently using them. This article covers Moodle, Sakai, Canvas, OLAT, ATutor, and Google CloudCourse. I thought CloudCourse was owned by Google, but it appears the code has an Apache license. CloudCourse seems to be mostly scheduling rather than a full-fledged LMS.
Imported from Diigo#LMS#k-12#opensource#moodle#sakai#canvas#elearning
·thejournal.com·
A Guide to K-12 Open Source LMS Options -- THE Journal
Taking the Load Off a Learnerʼs Mind: Instructional Design for Complex Learning (Paul Kirschner) - Academia.edu
Taking the Load Off a Learnerʼs Mind: Instructional Design for Complex Learning (Paul Kirschner) - Academia.edu
Kirschner uses the 4C/ID model to show how to reduce cognitive load for complex tasks. Some skepticism is warranted due to the heavy reliance on cognitive load theory, but there are some solid strategies here: simple-to-complex sequencing, just-in-time information (supportive and procedural), etc.
Imported from Diigo#instructionaldesign#cognitiveload#cognition
·ou-nl.academia.edu·
Taking the Load Off a Learnerʼs Mind: Instructional Design for Complex Learning (Paul Kirschner) - Academia.edu
van Merriënboer's 4C/ID Model and Instructional Design
van Merriënboer's 4C/ID Model and Instructional Design
Don Clark's overview of the 4C/ID model, outlining the four components (4C) and the four instructional strategies for different audiences and types of knowledge
The Four-Component Instructional Design model or 4C/ID-model working assumption is that complex learning platforms can be described by four basic components (van Merriënboer, Clark, et al., 2002), which in turn creates a blueprint for the design of the learning platform:
<b>Learning Tasks</b> — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects.
<b>Supportive Information</b> — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks
<b>JIT Information</b> — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks
<b>Part-task Practice</b> — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill
Imported from Diigo#instructionaldesign
·nwlink.com·
van Merriënboer's 4C/ID Model and Instructional Design
The Human Factor: How Gender Differences Matter in Software Training by Mary Arnold : Learning Solutions Magazine
The Human Factor: How Gender Differences Matter in Software Training by Mary Arnold : Learning Solutions Magazine
If your software training includes time to explore or "tinker," men and women will have different rates of success. A strategic approach may be better than going through individual features. This research focused on adding new features with an audience who was already familiar with the software; I'm not sure the same training technique would work with beginners with an application.
Tinkering with the spreadsheets seems to be a reasonable approach to working with a new problem, in line with generating and testing alternative strategies to find a solution. In other words, learning.&nbsp; Women who tinkered with the spreadsheets seemed to be doing just that, and, for them, tinkering predicted more effective problem solving. &nbsp;Counter-intuitively, though, when men tinkered with the spreadsheet, they were <i>less</i> effective in correcting the errors.&nbsp; The opposite results seem attributable to the fact that women paused before trying something else, long enough to process the information.
In the final experiment, researchers provided a different kind of tutorial — one that emphasized a strategic, rather than a feature-by-feature approach to the problem.
Women who participated in this condition were almost as likely to use the new features as the men in the same study, and were able to solve more problems more quickly than women who didn’t use the new features.&nbsp; Men in this condition were not significantly helped or hindered, which means that it’s possible to prevent a bias against women without introducing a bias against men.
Imported from Diigo#softwaretraining#research#diversity#elearning
·learningsolutionsmag.com·
The Human Factor: How Gender Differences Matter in Software Training by Mary Arnold : Learning Solutions Magazine
The Human Factor: How Gender Differences Matter in Software Training by Mary Arnold : Learning Solutions Magazine
The Human Factor: How Gender Differences Matter in Software Training by Mary Arnold : Learning Solutions Magazine
Tinkering with the spreadsheets seems to be a reasonable approach to working with a new problem, in line with generating and testing alternative strategies to find a solution. In other words, learning.&nbsp; Women who tinkered with the spreadsheets seemed to be doing just that, and, for them, tinkering predicted more effective problem solving. &nbsp;Counter-intuitively, though, when men tinkered with the spreadsheet, they were <i>less</i> effective in correcting the errors.&nbsp; The opposite results seem attributable to the fact that women paused before trying something else, long enough to process the information.
In the final experiment, researchers provided a different kind of tutorial — one that emphasized a strategic, rather than a feature-by-feature approach to the problem.
Women who participated in this condition were almost as likely to use the new features as the men in the same study, and were able to solve more problems more quickly than women who didn’t use the new features.&nbsp; Men in this condition were not significantly helped or hindered, which means that it’s possible to prevent a bias against women without introducing a bias against men.
Imported from Diigo
·learningsolutionsmag.com·
The Human Factor: How Gender Differences Matter in Software Training by Mary Arnold : Learning Solutions Magazine
Intel Education: Designing Effective Projects: Thinking Frameworks
Intel Education: Designing Effective Projects: Thinking Frameworks
Review of Bloom's Taxonomy, including problems and the revised version, with information about the differences between factual, conceptual, procedural, and metacognitive knowledge.
Those teachers who keep a list of question prompts relating to the various levels of Bloom’s Taxonomy undoubtedly do a better job of encouraging higher-order thinking in their students than those who have no such tool. On the other hand, as anyone who has worked with a group of educators to classify a group of questions and learning activities according to the Taxonomy can attest, there is little consensus about what seemingly self-evident terms like “analysis,” or “evaluation” mean. In addition, so many worthwhile activities, such as authentic problems and projects, cannot be mapped to the Taxonomy, and trying to do that would diminish their potential as learning opportunities.
Imported from Diigo#bloom#learning#education
·www97.intel.com·
Intel Education: Designing Effective Projects: Thinking Frameworks
The impact of instructional elements in computer-based instruction_July2007.pdf
The impact of instructional elements in computer-based instruction_July2007.pdf

Study examining what happens when you remove common elements of instruction. Practice with feedback was critical; information, objectives, examples, and review made little difference.

"This study investigated the effects of several elements of instruction (objectives, information, practice, examples and review) when they were combined in a systematic manner." "Results indicated participants who used one of the four versions of the computer program that included practice performed significantly better on the posttest and had consistently more positive attitudes than those who did not receive practice."

Imported from Diigo#instructionaldesign#research#elearning
·florencemartin.net·
The impact of instructional elements in computer-based instruction_July2007.pdf
Problems with Bloom's Taxonomy
Problems with Bloom's Taxonomy
Criticism of Bloom's Taxonomy, with two alternatives for classifying objectives
The categories or “levels” of Bloom’s taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) are not supported by any research on learning. The only distinction that is supported by research is the distinction between declarative/conceptual knowledge (which enables recall, comprehension, or understanding) and procedural knowledge (which enables application or task performance).
Imported from Diigo#bloom#learning#instructionaldesign
·performancexpress.org·
Problems with Bloom's Taxonomy
ID and Other Reflections: Lurking is Not a Static State
ID and Other Reflections: Lurking is Not a Static State
Perspectives on lurking as an active act in part of the cycle of participation, pulling together quotes from multiple sources
Somehow, the word lurker has become associated with pejorative connotations of people taking from communities without giving back, of not contributing, of being selfish and feeding off the hard work of others. They are the free riders. However, is that truly the case? Would we consider silent participants in a meeting or at presentations lurkers?
A lurker might very well be giving back by performing better at their jobs, by sharing insights with others in the context of their daily work by using the learning gleaned from lurking. This is&nbsp;especially true of communities in enterprises.&nbsp;Since the give back is asymmetric and happens in a different context, this goes unnoticed.
Imported from Diigo#community#lurking
·idreflections.blogspot.com·
ID and Other Reflections: Lurking is Not a Static State
Look, I'm lurking - The Knowledge Lens
Look, I'm lurking - The Knowledge Lens
Thoughts on lurking and what lurkers bring to a community
The problem with calling it “lurking” makes everyone think negative thoughts. Like our community is full of Peeping Tom’s or other people with nefarious intent. People who don’t talk <strong>are</strong> still participating and learning – just in some non-obvious ways.
Imported from Diigo#socialmedia#learning#community#lurking
·knowledgelens.msloc.northwestern.edu·
Look, I'm lurking - The Knowledge Lens
Lurking or Legitimate Peripheral Participation | weiterbildungsblog
Lurking or Legitimate Peripheral Participation | weiterbildungsblog
(Auf Deutsch) Comparison of perspectives on lurking: the 90-9-1 rule, an aspect of our own personalities, an individual learning process, a challenge for community managers, or "Lurking als Lernen" (lurking as learning).
Lurking als Lernen: <em>“Lurking is not a problem, as long as lurkers are learning because enough material is created and shared by nonlurkers.”</em> <a href="http://etcjournal.com/2011/04/19/connectivism/" target="_blank">(Claude Almansi)</a>
Imported from Diigo#socialmedia#learning#community#lurking
·weiterbildungsblog.de·
Lurking or Legitimate Peripheral Participation | weiterbildungsblog
Big Dog, Little Dog: Five Years later: A Review of Kirschner, Sweller and Clark's Why Minimal Guidance during Instruction Does Not Work
Big Dog, Little Dog: Five Years later: A Review of Kirschner, Sweller and Clark's Why Minimal Guidance during Instruction Does Not Work
Review of Kirschner, Sweller, and Clark's paper bashing constructivism, discovery, and problem-based learning, plus some context and research on the other side.
Thus Kirschner, Sweller and Clark's paper is an important reminder for us to not carry Problem Based Learning (PBL) to its extreme. That is, while it has its strengths, learners often need a more direct approach in order to build a solid foundations before being presented with PBL.
With the title blaring, “<em>Why Minimal Guidance during Instruction Does Not Work”</em> rather than, <em>“Why Minimal Guidance during Instruction Does Not Work for Novice Learners,” </em>the authors almost seem to ignore that PBL is a necessity in order to promote deeper levels of understanding.
The paper relies heavily on Cognitive Load Theory, yet we have to realize that it is still a theory rather than a law.
Thus, both the authors and the constructivism movement are guilty of jumping on theories before they are fully understood.
Imported from Diigo#learning#training#pbl#constructivism#research#inquiry
·bdld.blogspot.com·
Big Dog, Little Dog: Five Years later: A Review of Kirschner, Sweller and Clark's Why Minimal Guidance during Instruction Does Not Work