Recent Changes

Friday, January 5

  1. page Creative Commons edited What is Creative Commons? Links ... Mendeley Group | Creative Commons Twitter Hashtag |

    What is Creative Commons?
    Links
    ...
    Mendeley Group | Creative Commons Twitter Hashtag |
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    5:01 am
  2. page Creative Commons edited Links Creative Commons Mendeley Group

    Links
    Creative Commons Mendeley Group

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    4:51 am
  3. page home edited ... This wiki provides a space for making my own teaching and learning more transparent. If you ar…
    ...
    This wiki provides a space for making my own teaching and learning more transparent. If you are just visiting, feel free to leave a comment below. If you find the content useful and wish to join this wiki, you are encouraged to do so. Finally, if any language educators wish to collaborate or have an interest in having students collaborate with each other, I am always looking for such opportunities.
    Open Courseware
    ...
    | Composition | Creative Commons | Educational
    Open Educational Resources (OERs)
    Blog & Articles | Opinion | Syllabi | eBooks | Reports | Content and English Language Learning
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    4:47 am

Thursday, August 11

  1. page Academic Writing edited ... page="page:Academic Writing" limit="10" ]] limit="10"]] G…

    ...
    page="page:Academic Writing" limit="10" ]]limit="10"]]
    Getting started...
    Welcome to our class page! This is an open course (OCW) for any English language learner interested in improving academic writing skills. To get started, do the following:
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    10:13 am

Sunday, July 17

  1. page Flipped Classroom edited Rationale ... purposeful learning that reveals itself in the form of a personal learning netw…

    Rationale
    ...
    purposeful learning that reveals itself in the form of a personal learning network (PLN) instead of
    I. Flexible Learning Spaces
    Flexible learning spaces relate to one of the four aspects of differentiated instruction: learning environment. Differentiating learning environments offers flexibility to learners as to when and where the educative experience might take place. As with any educational setting, the role of the educator in offering such flexibility comes from being a didactic leader (learner as dependent), facilitator (learner as independent), and coach (learner as interdependent). Thus, the value in thinking in terms of flexible learning spaces comes from the degree with which learners become aware of how these spaces facilitate the learning process, creation of products, and retrieval and creation of content based on a set of educational and personal learning objectives. Within a formal education context, the teacher-student relationship exists from having a perpetual feedback loop that is reciprocal and iterative that over time takes the learner from being dependent, to independent, to finally interdependent. With flexible learning spaces this process becomes more ubiquitous.
    ...
    When thinking in terms of intentional learning, the tendency should not be that all learning processes follow some predetermined natural order. Perhaps there is room for both intentional and incidental learning to emerge.
    IV. Personal Learning Network (PLN)
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    a particular experience.experience, a self-awareness process that is purposeful. A PLN
    Video Archive
    Open Courseware
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    5:40 am

Saturday, July 2

  1. page Flipped Classroom edited ... From a pedagogical standpoint, educators need empathy, perspective, and metacognitive strategi…
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    From a pedagogical standpoint, educators need empathy, perspective, and metacognitive strategies to rallying together enough educational stakeholders to promote an open and engaging learning community.
    III. Intentional and Incidental Learning
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    intentional learning? How do intentional and incidental learning meet given a particular purpose?
    Another consideration to intentional and incidental learning is making the distinction between behavioral and expressive objectives, the latter allowing for a more natural emergence of both kinds of learning. Intentional and incidental learning promote the development of different kinds of knowledge: declarative (knowing that...), tacit (knowing how), and strategic (knowing when and why), and collectively tend to be better articulated in terms of expressive objectives.
    When thinking in terms of intentional learning, the tendency should not be that all learning processes follow some predetermined natural order. Perhaps there is room for both intentional and incidental learning to emerge.
    IV. PurposefulPersonal Learning Network (PLN)
    Professional
    learning
    In
    is to become self-aware of one´s personal learning network in how it contributes to a flipped classroom, flexibleparticular experience. A PLN is having the self-knowledge of how learning spaces, groups and networks, and all forms of learning come together at any particular moment and how they adopt and adapt over time. A PLN is about understanding ideas (beliefs, opinions, thoughts, etc.), materials (objects, technologies, etc.), and human relationships (uni/bidirectional communication, strong and weak ties, etc.) not as isolated notions, but as associations that are influenced by each other. In a flipped classroom scenario, a learning network can be viewed at any level: individual, pairs, small groups, whole class, domains, institution, district, community, global, etc., but what makes a PLN personal is that the power and internalprestige (from a network and incidental learningnot a sociological perspective) are revealed through the understanding of how all come together withinideational, material, and human nodes connect and surround the overall purposeindividual (e.g., student, teacher, etc.). Thus, the individual remains the unit of learning. Purposefulanalysis but cannot be taken out of context. Understanding a PLN (i.e., a learning provides context andnetwork at the individual level) becomes a reasonprerequisite for doing an activity. It should be apparent why learners are doingunderstanding a particular activity inlearning network at the classroom. Learning becomes authenticgroup level, for instance. Understanding a learning network at the classroom network is to understand the degree thatlearning networks of various groups, pairs, and individuals, etc. Within the context of formal education, an educator has a responsibility in bringing about awareness of student behavior informs or helps someone else beyondPLNs as well as one´s own PLN. An expert learner is one who has a high level of self-awareness of a purposeful PLN at any given time and how it adopts and adapts over time - a PLN is at the classroom.heart of understanding what a flipped classroom is; how it is employed; and how effective, efficient, and engaging it can be for both learner and educator. In order to become adept, one needs to adopt and adapt a PLN.
    Video Archive
    Open Courseware
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    9:30 am

Monday, June 20

  1. page Flipped Classroom edited ... Within a formal education context, intentional learning oftentimes overshadows incidental lear…
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    Within a formal education context, intentional learning oftentimes overshadows incidental learning. Understanding the written, taught, and tested curriculum (WTTC) means understanding the what, how, why, when, etc. of intentional learning. But the emergence and ubiquity of incidental learning in spite of the WTTC is also a key part of the flipped classroom. What might educators or students do when incidental learning emerges? How does incidental learning relate to intentional learning?
    Another consideration to intentional and incidental learning is making the distinction between behavioral and expressive objectives, the latter allowing for a more natural emergence of both kinds of learning. Intentional and incidental learning promote the development of different kinds of knowledge: declarative (knowing that...), tacit (knowing how), and strategic (knowing when and why), and collectively tend to be better articulated in terms of expressive objectives.
    When thinking in terms of intentional learning, the tendency should not be that all learning processes follow some predetermined natural order. Perhaps there is room for both intentional and incidental learning to emerge.
    IV. Purposeful learning
    In a flipped classroom, flexible learning spaces, a learning community, and internal and incidental learning all come together within the overall purpose of learning. Purposeful learning provides context and a reason for doing an activity. It should be apparent why learners are doing a particular activity in the classroom. Learning becomes authentic to the degree that student behavior informs or helps someone else beyond the classroom.
    (view changes)
    5:21 pm
  2. page Flipped Classroom edited ... From a pedagogical standpoint, educators need empathy, perspective, and metacognitive strategi…
    ...
    From a pedagogical standpoint, educators need empathy, perspective, and metacognitive strategies to rallying together enough educational stakeholders to promote an open and engaging learning community.
    III. Intentional and Incidental Learning
    ...
    What might educators/studentseducators or students do when
    Another consideration to intentional and incidental learning is making the distinction between behavioral and expressive objectives, the latter allowing for a more natural emergence of both kinds of learning. Intentional and incidental learning promote the development of different kinds of knowledge: declarative (knowing that...), tacit (knowing how), and strategic (knowing when and why), and collectively tend to be better articulated in terms of expressive objectives.
    IV. Purposeful learning
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    5:15 pm
  3. page Flipped Classroom edited ... III. Intentional and Incidental Learning Within a formal education context, intentional learn…
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    III. Intentional and Incidental Learning
    Within a formal education context, intentional learning oftentimes overshadows incidental learning. Understanding the written, taught, and tested curriculum (WTTC) means understanding the what, how, why, when, etc. of intentional learning. But the emergence and ubiquity of incidental learning in spite of the WTTC is also a key part of the flipped classroom. What might educators/students do when incidental learning emerges? How does incidental learning relate to intentional learning?
    ...
    when and why).why), and collectively tend to be better articulated in terms of expressive objectives.
    IV. Purposeful learning
    In a flipped classroom, flexible learning spaces, a learning community, and internal and incidental learning all come together within the overall purpose of learning. Purposeful learning provides context and a reason for doing an activity. It should be apparent why learners are doing a particular activity in the classroom. Learning becomes authentic to the degree that student behavior informs or helps someone else beyond the classroom.
    (view changes)
    5:13 pm

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