Great end of course evaluation questions that speak to digital age learners
From the blog Instructional Design: on the road to learning
Great answers to common ID portfolio issues. Linked to my original blog post on developing an ID portfolio.
Google search on engaging new members to a community.
"The Slate authors and Macnamara et al. dismiss the 10K hour rule too lightly, and their explanation of genetic/innate basis for expertise is too simple. Practice is not the same as deliberate practice, or practice with a teacher. Expertise is learned, and we start learning at birth with expertise developing sometimes in ways not directly connected to the later activity. The important part is that we are able to learn to overcome some genetic/innate disparities with good teaching. We shouldn’t be giving up on developing expertise because we don’t have the genes. We should be thinking about how we can teach in order to develop expertise."
A list of classroom activities - useful online too - for the course facilitator or instructional designer.
Rubric similar to Quality Matters but based on emerging/developed/exemplary standards. Nicely put together and covers all aspects of online course design.
The protocols discussed in the following pages were modified from protocols described in the following two books:
Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching. San Francisco: Jossey-Bass.
McDonald, J., Mohr, N., Dichter, A., & McDonald, E. (2003). The power of
protocols: An educator's guide to better practice. New York: Teachers College Press.
These revised protocols help students process readings, podcasts, videos, etc. during online discussions.
For these protocols, it is best to have students work in discussion groups of 4-5, with each group assigned to their own discussion forum. When using a protocol, it is helpful to debrief the activity with the whole group to reinforce what was learned from the discussion, and explore any remaining questions.
[Note: For all protocols, you can modify the words-per-post limit as well as the time frame. These structures are guidelines only, so modify as appropriate to your situation.]
Originally published in Innovation Abstracts in 1984 - covers motivation to learn, curriculum design, in the classroom. Includes Principles of Adult Learning too.