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Problems with Personalized Learning – dy/dan
- Fast-forwarding, rewinding, and pausing instructional videos are often cited as advantages of personalized learning, not because this is necessarily good instruction, but because it’s what the technology permits
- And this isn’t good instruction. It isn’t even good direct instruction. When someone is explaining something to you and you don’t understand them, you don’t ask that person to “repeat exactly what you just said only slower.
- You might tell them what you understand of what they were saying. Then they might back up and take a different approach
- using different examples, metaphors, or illustrations, ideally responding using your partial understanding as a resource.
- I’m describing a very low bar for effective instruction. I’m describing techniques you likely employ in day-to-day conversation with friends and family without even thinking about them. I’m also describing a bar that 2017 personalized learning technology cannot clear.
- Whether you learn concepts from a step-by-step video, a rap, or a written tutorial, you are being presented with information. And a student’s first experience with new information shouldn’t be someone on a screen presenting it, no matter the style of presentation.
- Personalized learning is only as good as its technology, and in 2017 that technology isn’t good enough.
- Its gravity pulls towards videos of adults talking about math, followed by multiple choice exercises for practice, all of which is leavened by occasional projects.
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- And this isn’t good instruction. It isn’t even good direct instruction. When someone is explaining something to you and you don’t understand them, you don’t ask that person to “repeat exactly what you just said only slower.”
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The Power of Explaining to Others | Hapgood
- In the peer instruction methodology, students have to explain how things work to other students — and in the process they realize that they have no fricking clue what they are talking about
- What happens in peer instruction? You give students daily opportunities to realize they understand a fraction of what they think they do, and you get amazing learning gains
- When students have to explain things to others (rather than argue a point) they must address gaps in their own knowledge.
- Can you summarize all sides rather than just present yours? And if you can’t summarize all sides, how in the world would you know that you are right?
- I think some of the most promising work in the future is having students explore that explanation space, and coming face-to-face with their own ignorance, as we all must do.
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open badge Network - Proposal on Competency Alignment and Directory
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A semantic web architecture for integrating competence management and learning paths
- The purpose of this paper is to present a prototype ontology-based application that hasbeen developed for competency management and learning paths
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- CommOn (competency management through ontologies) is a framework which aims at developing operational knowledge-based systems dedicated to the management of competencies
- Such a competency-based system can be used for different purposes such as staff development and deployment, job analysis or economic evaluation
- Developed in the context of semantic Web technology, the CommOn framework allows one to build shareable ontologies and knowledge bases represented with semantic Web languages and to develop competency-based Web services dedicated to human resource management.
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Competency Alignment with semantic linked data – Open Badge Network
- technical interoperability of OpenBadges with unambiguous definitions of competencies based on semantic web meta-data (using the JSON-LD or RDFa linked data format).
- The overall goal is to allow systems to detect similarity of defined badges and graph-based dependencies of the competencies linked to the OpenBadges.
- Finally, it can be stated that basically none of the manifold existing competency frameworks by now is available in a machine-readable semantic-web format
- strong recommendation exists to increase the effort in future projects that framework definitions must as well provide their results in a semantic format like RDF or JSON-LD
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- a model for identifying and classifying Competencies and Learning Outcomes and, on the other hand, the computer applications of the information management model were developed, namely a relational Database and an Ontology.
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- The Reusable Definition of Competency or Educational Objective (RDCEO) specification provides a means to create common understandings of competencies that appear as part of a learning or career plan, as learning pre-requisites, or as learning outcomes.
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Extending Moodle functionalities with ontology-based competency management
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Extending Moodle Functionalities with Ontology-based Competency Management - ScienceDirect
- This paper proposes an ontology-based competency management application which is developed as a Moodle extension for supporting the development and assessment of competencies inside a course.
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Specification of Conceptualization - Introduction to ontologies and semantic web - tutorial
- ontology is important for the purpose of enabling knowledge sharing and reuse
- ontological commitment is an agreement to use a vocabulary
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What is Ontology - Introduction to ontologies and semantic web - tutorial
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How to Master Microsoft Office OneNote
- Create a hierarchy of notes: Drag a note to the right in the list to make it a subpage of the note above it. You can collapse all the subpages with the arrow at the right of the top note to make scanning all your notes easier.
- Use tags freely within a page: Unlike other notes apps where you add tags for the entire note, OneNote lets you tag individual parts of the note. So, for example, you can mark a paragraph with a question mark tag for further researching, create a list of checkbox tags for things you have to do, and tag other parts of your notes with custom tags, such as people’s names or project names.
- Tags become even more useful when you use the “Find Tags” button in the Home tab to search across your notebook or notebooks for a specific tag. Click the “Create Summary Page” in the Tags Summary pane that opens when you’re searching for a tag, and OneNote will create a (refreshable) list of everything you’ve tagged in one page.
- Automatically create new pages, linked together in a master list: If you’re working on a project that you know will require several pages of notes, here’s a killer shortcut: Type two square left brackets followed by the title of the first note you want to make and then type two right square brackets at the end. OneNote will instantly create a new note with that title and a link to it in your current note. Repeat the brackets shortcut to add more new linked notes
- Send an email to OneNote by sending it to me@onenote.com. First you’ll have to set it up in your Microsoft account.
- Connect IFTTT to OneNote and automate sending favorites from Pocket, screenshots from your iPhone, starred Gmail messages, and more to OneNote.
- If you insert a screenshot or photo into a page, OneNote can be an awesome markup tool.
- Additionally, OneNote can calculate math for you.
- Keyboard Shortcuts
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A Moodle 2 version of the Moodle Tool Guide | Some Random Thoughts
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What Research Tells Us about Online Discussion
- meta-analysis of studies of online discussion over the past 15 years and has interesting findings about participation
- A few students dominate. Studies show that a few students tend to dominate discussion, just as a few people tend to dominate face-to-face discussions
- most students still talk more in an online discussion than in a face-to-face environment, lending evidence to the perception that online education tends to draw shy students out of their shells
- equal participation is not likely
- important to establish minimum requirements for participation, human nature means that some students will still dominate
- Requiring too many discussion posts from each student will lead to students posting just to meet the guideline
- consider the legitimate role of a “passive participant.”
- The online instructor should ask whether the purpose of discussion is to get everyone to talk or to generate good ideas.
- but as time goes on, students start talking to one another more and more
- This does not mean that online instructors should remove themselves entirely from discussion
- Students want the instructor to be present, at the very least to demonstrate that students’ points are valued
- Constructive interactions. A third theme is that the majority of discussion is collaborative and constructive
- Flaming is context-dependent
- responses to others were far more common in discussions than original postings
- But the finding draws into question the common requirement in online courses that all students make an original posting
- Consider the purpose of the original posting requirement.
- Maybe instead of requiring an original posting and one or two replies to others, just require one or two original thoughts.
- The fact that most responses were supportive also raises the question of whether students are too nice in discussion
- Some studies suggest that students are unwilling to challenge one another in discussion.
- so an online instructor might deliberately “stir the pot” with postings that invite disagreement as a way to facilitate robust interaction and engagement
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Center for Instructional Development and Educational Research (CIDER) | Virginia Tech
Journal in Higher Education
Saturday, March 25, 2017
Weekly Sporto bookmarks (weekly)
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