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Curriculum or pedagogy?

Clark Quinn

And, I’ve also thought that the only way to really fix things is to train trainers of teachers to learn to facilitate learning around meaningful activity. For example, I worked on a project that was trying to develop some K12 curricula online, to provide support for learners in HS that might not have sufficiently capable learners.

Pedagogy 165
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Great and small

E-Learning Provocateur

In Australian English for example, fair dinkum means “true” or “genuine” Linguaphiles speculate the phrase originated in 19th Century Lincolnshire, where “dinkum” referred to a fair amount of work, probably in relation to a stint down the mines. And yet our language is nuanced.

Pedagogy 338
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Is the pedagogy of MOOCs flawed?

E-Learning Provocateur

Moreover, although an organisation may have a subscription to an LMS that offers these devices, it may not have them activated. That of course is not to say that the e-learning designer is prevented from using these devices; for example, he or she might leverage other non-LMS technology within the organisation or in the cloud.

Pedagogy 277
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Transformers

E-Learning Provocateur

Look no further than the Higher Education sector for a prime example. Beyond our misgivings with technology, moreover, the virus has also shone a light on our pedagogy. For example, if we were charged with upskilling our colleagues across the business in Design Thinking, we might kick off by sharing Chris Nodder’s 1.5-minute

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Alternate Pedagogies and Experiences

Clark Quinn

And one of the things that has been of interest to me is looking differently at pedagogies. In the traditional view, we activate the learner’s interest, we present them with the concept, we provide examples, we have them practice (with feedback), and we conclude the learning experience. Traditional.

Pedagogy 189
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X-based learning: sorting out pedagogies and design

Clark Quinn

It’s come up in a couple of ways how my (in progress) activity-based framework for learning is related to other models, e.g. performance-based learning. At core is the reasoning that meaningful activities have myriad benefits. First, there’s already an activity-based learning out of India!

Pedagogy 195
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How the 8 Effects of Arts Education Are Changing Online Pedagogy, Part 4

Kadenze

Yet we know that this cannot be true; learning to ‘memorise knowledge’ for example, makes different cognitive demands on trainee teachers than learning how to ‘activate the artistry of others’, a key capability for teaching the arts and design. The Mastery Effect.