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April H.

April H.'s Public Library

Nov 10, 14

This paper examines the unique properties of patterns that support complex design tasks and suggests a design-based research framework for operationalising its practice.

Nov 04, 14

Matrix of instructional strategies that assists the training developer to choose the most appropriate and effective instructional strategy based on applicable criteria.

Nov 04, 14

Originally published in Innovation Abstracts in 1984 - covers motivation to learn, curriculum design, in the classroom. Includes Principles of Adult Learning too.

Nov 04, 14

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.

Nov 04, 14

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.]

Nov 04, 14

Rubric similar to Quality Matters but based on emerging/developed/exemplary standards. Nicely put together and covers all aspects of online course design.

Nov 04, 14

A list of classroom activities - useful online too - for the course facilitator or instructional designer.

Oct 17, 14

"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

5 more annotations...

Sep 04, 14

Article about how teens can learn about the influence of entertainment and how to make choices about music, movies, and games.

Sep 04, 14

Excellent review of the movie Noah but also a great dialogue on Christian discernment.

Aug 26, 14

The potential of gamification in online education - dissertation

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