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Christy Tucker's Library tagged learning   View Popular, Search in Google

Aug
1
2011

Review of Bloom's Taxonomy, including problems and the revised version, with information about the differences between factual, conceptual, procedural, and metacognitive knowledge.

bloom learning education

  • 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.
Jul
25
2011

Criticism of Bloom's Taxonomy, with two alternatives for classifying objectives

learningobjectives bloom learning instructionaldesign

  • 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).
Jul
19
2011

Thoughts on lurking and what lurkers bring to a community

socialmedia learning community lurking

  • 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 are still participating and learning – just in some non-obvious ways.

(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).

socialmedia learning community lurking

  • Lurking als Lernen: “Lurking is not a problem, as long as lurkers are learning because enough material is created and shared by nonlurkers.” (Claude Almansi)
Jul
7
2011

Review of Bozarth's Social Media for Training plus responses to common misconceptions about social media and social learning

learning training e-learning socialmedia sociallearning

Jun
29
2011

Review of Kirschner, Sweller, and Clark's paper bashing constructivism, discovery, and problem-based learning, plus some context and research on the other side.

learning training pbl constructivism research inquiry

  • 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, “Why Minimal Guidance during Instruction Does Not Work” rather than, “Why Minimal Guidance during Instruction Does Not Work for Novice Learners,” the authors almost seem to ignore that PBL is a necessity in order to promote deeper levels of understanding.
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Jun
20
2011

Dave Ferguson's spreadsheet of training and learning conferences, sorted by event date or due dates for proposals

training learning profdev e-learning

Mar
28
2011

Review of research and claims about digital natives, recommending critical research and real discussion rather than "dismissive scepticism [or] uncritical advocacy."

netgeneration learning research

  • The claim that there is a distinctive new generation of students in possession of sophisticated technology skills and with learning preferences for which education is not equipped to support has excited much recent attention. Proponents arguing that education must change dramatically to cater for the needs of these digital natives have sparked an academic form of a ‘moral panic’ using extreme arguments that have lacked empirical evidence.

    The picture beginning to emerge from research on young people's relationships with technology is much more complex than the digital native characterisation suggests. While technology is embedded in their lives, young people's use and skills are not uniform. There is no evidence of widespread and universal disaffection, or of a distinctly different learning style the like of which has never been seen before.

Jan
17
2011

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.

research learning education k-12 evaluation

  • 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.

  • 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.

Dec
1
2010

Bryan Chapman's updated research survey results on how long it takes to develop ILT and e-learning

e-learning learning training research ilt projectmanagement

Sep
17
2010

Research summary on spaced education for medical students. The e-learning included emailed scenarios and questions. The summary and conclusion talk about medical knowledge, but since this is about scenarios it seems like there might be some decision-making skills being reinforced here too.

spacedlearning learning research e-learning scenarios

  • Conclusion  Spaced education consisting of clinical scenarios and questions distributed weekly via e-mail can significantly improve students' retention of medical knowledge.

Research summary on a specific model for spaced learning which the author found effective for improving recall

spacedlearning learning research

  • The Modified Low-First Method is an optimal spaced learning method which was derived from a reactivation theory of spacing effects and was designed to be effective by setting as advantageous spaces as possible for all items and for any learners with various working memory capacities. It consists of three principles; the first is to sort all items by their probabilities of recall in ascending order at the end of each learning session for the subsequent session, and the second is to omit items whose probabilities of recall have reached a certain level, and the third is to transit to a new learning session when the number of unrecalled items in a session have reached a certain number.

Abstract of neuroscience research attempting to determine why spaced learning is effective. This seems to be just testing recognition and memorization, not any higher level thinking.

spacedlearning learning research neuroscience

  • Spaced learning usually leads to better recognition memory as compared with massed learning, yet the underlying neural mechanisms remain elusive.
  • Recognition memory tests afterward revealed a significant spacing effect: Participants recognized more items learnt under the spaced learning condition than under the massed learning condition.

Research comparing training spaced over multiple weeks versus an intense burst of training in two days. Not a controlled study, but promising results for spaced learning.

spacedlearning learning e-learning research

  • PurposeThe purpose of this paper is to compare the impact of a long-term (13-week, spaced learning) with a short-term (two-day, block intensive) coaching skills training programme on participants' coaching skills and emotional intelligence.
  • FindingsParticipation in the 13-week training course was associated with increases in both goal-focused coaching skills and emotional intelligence, whereas the two-day block intensive training was associated with increased goal-focused coaching skills, but not emotional intelligence. Further, the magnitude of the increase in goal-focused coaching skills was less for the two-day programme than for the 13-week programme.

Research on interactive spaced education with med students. Seems to be more knowledge focused than skills focused, but positive results with both knowledge transfer and student recommendations.

spacedlearning learning e-learning research

Summary of follow-up research on online spaced education with medical residents showing that the benefits could still be detected 2 years later.

spacedlearning learning e-learning research

  • On-line spaced education can generate improvements in learning that are retained 2 years later. Although the effect size is modest, the persistence of detectable knowledge differences between educational interventions after such a long duration is exceedingly unusual.
Feb
12
2010

Myths and truths about training and learning from a #lrnchat discussion

training learning twitter

Jan
15
2010

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.

learning lms education e-learning networks PLE

Jan
8
2010

Free white paper on learner-centered design, focusing on activities with intrinsic feedback rather than content-heavy presentation

learning e-learning feedback instructionaldesign studentcentered

  • In other words, get the learner into a task quickly, and then provide content instruction through the feedback.
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