Found 9 bookmarks
Custom sorting
TPCK for Technology Integration
TPCK for Technology Integration
Technological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of <a class="WikiLink" id="p-7631a6586157c294aa699e0dcfa6247009df9eb5" href="http://tpck.pbwiki.com/knowledge">knowledge</a> required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of <a class="WikiLink" id="p-1c3a09d9d8f9a2f36c4a6a96334e9cb8c8b73a34" href="http://tpck.pbwiki.com/teacher%20knowledge">teacher knowledge</a>. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: <a class="WikiLink" id="p-04a7e13fcccc9ce90d762d5ad9c4442057ac593b" href="http://tpck.pbwiki.com/Content%20%28C%29">Content (C)</a>, <a class="WikiLink" id="p-5130be6af8b735c398544ec6c4e19f0e33182732" href="http://tpck.pbwiki.com/Pedagogy%20%28P%29">Pedagogy (P)</a>, and <a class="WikiLink" id="p-24908791cfef8217a8a27816741bc46d8da4b717" href="http://tpck.pbwiki.com/Technology%20%28T%29">Technology (T)</a>.
#education#pedagogy#technology
·tpck.pbwiki.com·
TPCK for Technology Integration
JOLT: CREST+ Model: Writing Effective Online Discussion Questions
JOLT: CREST+ Model: Writing Effective Online Discussion Questions
The CREST+ model, a model for writing effective online discussion questions, covers the cognitive nature of the question, the reading basis, any experiential possibility, style and type of question, and finally ways to structure a good question.&nbsp; This model encourages students to participate in online forum discussions, provides a template for new online faculty to use in creating effective discussion questions, and promotes a higher level processing of the material.
The CREST+ model covers the cognitive nature of the question [C], the reading basis [R], any experiential [E] possibility, style and type of question [ST] , and finally ways to structure a good question [+].&nbsp;
#constructivism#discussion#highered#pedagogy#research#elearning
·jolt.merlot.org·
JOLT: CREST+ Model: Writing Effective Online Discussion Questions
Wavelength - IDCWC Online - Instructional Design and Content Writing Certificate Course (Online), India
Wavelength - IDCWC Online - Instructional Design and Content Writing Certificate Course (Online), India
Samples of e-learning content about Bloom's taxonomy and instructional design. I don't agree with everything in the content or how it's presented, but there's always something to learn from looking at other people's interactive learning.
#instructionaldesign#interactivity#learning#pedagogy#elearning
·vibrantwavelength.com·
Wavelength - IDCWC Online - Instructional Design and Content Writing Certificate Course (Online), India
Connectivism Blog Pedagogy First? Whatever.
Connectivism Blog Pedagogy First? Whatever.
George Siemens argues that rather than starting with pedagogy for making instructional decisions, we should start with context. He recommends choosing the technology first, then the pedagogy to match, partly because "sound pedagogy" is an ambiguous target.
Pedagogy should not even be a consideration during the planning stages of technology use. Harsh statement? Perhaps, but it's a reality. Few Utopian situations exist where our decisions on how to teach can be based exclusively on pedagogy. Resources, expertise, technology, needs (of learners, educators, society), and funds impact what we choose to do. In a world: context. The mix of multiple, mutually influencing factors determine what we types of technology we select.
#connectivism#context#pedagogy#technology
·connectivism.ca·
Connectivism Blog Pedagogy First? Whatever.
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

Schemas for categorizing the use of pedagogies, learning theories, and technologies. For example, Table 1 maps learning theories (behaviorism, cognitive constructivism, social constructivism, and situated learning) against types of technologies. Online communication tools offer more potential for social constructivist interaction and joint construction of knowledge.

This article also suggests a way to map tool use along three dimensions:

  • Individual - Social
  • Information - Experience
  • Passive - Active This isn't a simple framework where a single tool always is used the same way. Blogs can be more social or more based on individual reflection, and could be at different places in that framework depending on the actual learning activities.
#education#pedagogy#web2.0#constructivism#technology#learningtheories#instructionaldesign#cck08#elearning
·ariadne.ac.uk·
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community
This is intended to be a controversial position, but it seems to align with research. We construct our understanding in context, building and elaborating schema over time. Our schema are only partial representations though. Learning is supported by creating multiple, overlapping partial representations of knowledge. Repeated exposure and practice in varied contexts is important.
#constructivism#neuroscience#pedagogy#learningtheories
·npjscilearncommunity.nature.com·
Constructivism is a theory of learning, not a theory of pedagogy. Neuroscience explains why this is important | npj Science of Learning Community