In a previous post I set out five models of provision spanning face to face to fully online (and well designed) courses. That failed to fully capture at least one 'blended' model. I have reconceptualised the models - resulting in this new 'framework'. ...continue reading "Models of provision v2"
From F2F to Online Courses – models of provision
NB I've posted a new (improved?) version of the models of provision.
For over 20 years I worked at the Open University (UK) which is a world leader in online distance education. Over the last few years I have had the privilege of spending time at a number of predominantly face-to-face universities in Australia that were at various stages of developing their online provision, including over the last few months when most courses went online due to COVID19. I have been struck by the vast range of different approaches to online course provision I have seen, and thought it would be useful to try to categorise them. ...continue reading "From F2F to Online Courses – models of provision"
How should we teach?
In my last post I set out why I thought schooling as it currently exists is a problem. In this post I start to explore possible solutions - specifically by looking at how we ought to teach.
Extending guidance on qualitative research
Last Friday Fiona Aubrey-Smith asked me a great question about the table that attempted to summarise the main points in some guidance that I had written for Computers & Education about qualitative research. It was great because it extended my thinking. Fiona's question was ...continue reading "Extending guidance on qualitative research"
Bring or buy: would you let your child take their tablet to school?
This article was originally published in The Conversation on the 21st Feb 2014
As schools struggle with shortfalls in their digital technology budgets and as teachers see how much parents spend on laptops and tablets at home, many teachers are considering ...continue reading "Bring or buy: would you let your child take their tablet to school?"
Stand up learning
Some call this vertical learning (not to be confused with virtual grouping/mixed age teaching)
Stand up learning has 6 key elements: ...continue reading "Stand up learning"
Mastery Transcript Consortium
Mastery Transcript Consortium - a US organisation that is working to bring about pedagogical change (moving to mastery learning) by changing ...continue reading "Mastery Transcript Consortium"
Educational vision is not enough (D2)
[This is a second draft following thought provoking feedback from Will Richardson on the original version (thanks Will) - key changes include a revised version of the 'key relationships' diagram and subsequent explanatory text]
We know that having a shared educational vision is important because it enables us all to travel in the same direction. “Vision is a key part of ending up someplace on purpose” (Hill 2010 p.28). However, ...continue reading "Educational vision is not enough (D2)"
Educational vision is not enough
[This draft has been superseded following thought provoking feedback from Will Richardson. Check out the second draft ...]
We know that having a shared educational vision is important because it enables us all to travel in the same direction. “Vision is a key part of ending up someplace on purpose” (Hill 2010 p.28). However, ...continue reading "Educational vision is not enough"
What do you mean by learning?
Learning is one of those fuzzy terms that we bandy about, often without being clear about what it means. We kind of assume that ...continue reading "What do you mean by learning?"