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Explanation of how to introduce Voicethread gradually to a group of students, providing support to encourage students to leave comments with audio and/or video.
Review of Bloom's Taxonomy, including problems and the revised version, with information about the differences between factual, conceptual, procedural, and metacognitive knowledge.
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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.
Responses to myths like "PBL isn't standards-based" and "PBL takes too much time."
Mega list of online resources related to assessment--tools, journals, conferences, consultants, glossaries, online discussions, portfolio tools, handbooks, and more
Highlights of what one principal has learned from Visible learning:
a synthesis of over 800 meta-analyses relating to achievement. Some of the ideas in education reform that we hear the most about (such as class size) maybe aren't as important or have as much impact as other strategies.
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1. Class Size
My initial thought: Decreasing Class Size from 25 to 15 could significantly improve student achievement.
The bold, loud claim I hear: “Decreasing class sizes is a key to student success!”
What the research says: Of the 138 factors of the meta-analyses done, this was ranked as number 106, and had a impact factor of 0.21, well below the hinge point of showing notable change. This is based on studies of more than 40000 classes, and nearly 950000 students worldwide. Perhaps not surprisingly, “quality teaching” has nearly double the impact on student achievement than this factor.
My new thought: Not the high-yield strategy that I believed.
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6. Formative Evaluation of programs
My initial thought: Extremely important for teachers to adapt and change their methodologies in response to student learning. Using student data to guide instruction and reflection through collaboration with their peers is something that we have been focussing on in our school through our change in structures.
Loud, bold claim I hear: “I know what works in my class!”
What the research says: This ranks as #3 of 138, with an effect of 0.9 over nearly 4000 students and 38 studies. Teachers being purposeful to innovations in that they are looking to see “what works” and “why it works” as well as looking for reasons why students do not do well lead to improvement in instruction and student achievement.
My new thought: This is the high-yield strategy that can really make a difference at our school, and through the Professional Learning Community Model of providing time for teachers to collaborate and reflect on teaching practices, we have seen a marked increase in the success of our students.
Matrix showing how different types of activities can be completed with different tools in Moodle. The focus is on the activity and end result, not on the tool--the guide shows what tools fit the outcome you're looking for.
Lengthy study from 2005 comparing how e-learning is used in Australia and Korea, finding some similar concerns. Like most other studies, this one has found that e-learning "cannnot on its own guarantee successful learning outcomes for students. The way in which the teacher and the learner utilise the technology continues to be important."
Presentation on teaching online with VoiceThread & Ning, including survey results with learner perspectives on how these tools helped create a sense of community
Notes on a session with Karl Kapp comparing instructional design in corporate & higher ed environments.
Research on US teacher pay and trends
Background paper prepared for the Education for All Global Monitoring Report 2005. Global comparison of teacher salaries and relative income across countries.
Strategies to deal with resistance to technology within education
Paper arguing that CMSs make online learning less effective. The authors propose an Open Learning Network as an alternative, a cross between the traditional CMS and a PLE.
Middle school lesson for introducing Inkscape, the open source vector graphic program. Very cool project-based learning idea--students will create a logo, album artwork, poster, and tour T-shirt for a fictional band. This post is the first lesson; more updates are planned as the course progresses.
Summary of a new report criticizing the lack of validity and reliability in learning styles research
A 2007 post from the Learning Circuits blog about different views of the value of theories, research, and results in academia and corporate environments. Definitely takes the anti-academic POV. I like Mitch Owen's response in the comments: "Effective work is always blended.. theory and application.. "
Explanation of cognitive load theory and the problems with it, both conceptual and methodological. Lots of sources to dig into deeper if you want more research on this issue.
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Numerous contradictions of cognitive load theory’s predictions have been found, but with germane cognitive load, they can still be explained away. de Jong does not use this term (unfalsifiable) but instead states that germane cognitive load is a post-hoc explanation with no theoretical basis: “there seems to be no grounds for asserting that processes that lead to (correct) schema acquisition will impose a higher cognitive load than learning processes that do not lead to (correct) schemas” (2009).
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2. Poor external validity of lab-based studies. Moreno doesn’t touch on something in the de Jong article – the fact that most cognitive load (and multimedia learning) studies are conducted in labs that “includes participants who have no specific interest in learning the domain involved and who are also given a very short study time” (de Jong, 2009), often only a few minutes. Quite a number of findings from these studies have not held up as strongly when tested in classrooms or real-world scenarios, or have even reversed (such as the modality effect, but see this refutation and this other example of a reverse effect).
A collection of videos related to technology and media literacy, sorted in categories like "Conversation Starters," "Influence of Media on Society," and "Social Networks & Identity."
Info on colleges offering ed tech and instructional design degrees
A great description from a teacher of how his students are motivated by the ClustrMap on his class website, including how it inspires them to look up places on Google Earth
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