Overview of program evaluation and different types of evaluation.
Matrix of instructional strategies that assists the training developer to choose the most appropriate and effective instructional strategy based on applicable criteria.
A little booklet, written in 1995/1997/2002, that covers the basics of action research. It can be downloaded as a doc. An expanded version can be purchased as a book.
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.]
"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."
The first is that practice is not the same as deliberate practice
second is that the fallback position can’t be genetics/innate talent
Simply putting in 10,000 hours of practice in an activity does not guarantee expertise
They tested a weak form of the “10,000 hour rule” (that it’s just “practice,” not “deliberate practice”) and found it wanting.
They cite two studies that show that identical twins seem to have similar music and drawing talent compared to fraternal twins.
To start counting hours-towards-expertise anything later than birth is discounting the impact of learning in the pre-school years on up.
Hours spent in practice with a good teacher are going to contribute more to expertise than hours spent without a teacher.
We should be thinking about how we can teach in order to develop expertise.
MOOCs: A Review of the state-of-the-art
Sermon on the spiritual gifts of distinguishing between spirits and faith.
The potential of gamification in online education - dissertation