Week 9 Webinair 05/03/12

Venue my office using the supplied link to participate

Webinair with Caroline Dangerfield

Following week open webinair (29/03/12)

Venue from my desk 29th March 10-11am to discuss open academic practice

Week 8 Experiencing and Motivating

Venue…..The Universities Falagship THINKLAB seventh floor Maxwell Building 22nd March 2012

First our cohort group ALS3 presented our chapters.

I presented  chapter 11

Culture, mind & education

seemed to go down very well, and Jon gave me the thumbs up for my involvement and presentation techniques.

The Dream University

(1) Be more responsive to stimulating engagement, PBC

(2) Critical Incident Questionaire    C.T.Q.

(3)  CIQ used for feedback at Minisota University

We used STORYBIRD.COM to present our group presentation on the DREAM UNIVERSITY.

With every sentence or chapter you could select a theme and demonstrate your objective more visually and effectively, with correctly chosen pictures, objects/diagrams/photos that perfectly matched your overall objective material that you are presenting.

TINTO’s MODEL…..!!!!!!!!!!!!!!!!!!!

My interpretation of my chapter follows…………………………………………………………

Culture, mind and education

Nature of the human mind has two conceptions.

(a) The mind is a computational device (eg, information processing)

(b) Mind is constituted by and realized by human culture (eg, culturalism)

Computationalism is all the ways that information is organized

Cultralism is how human beings in a cultural community create and transform meanings.

However the final output of any parallel processing requires an interpretation to be rendered meaningful, which explains why a computionalist is trying to explain and a culturalist is trying to interpret.

Stimulation and education of the mind only occurs when the mind finds the information interesting, when its inside-out or outside-in.

Computationalism tends to be inside out, and culturalism is outside-in

The following is how novices become experts.

This is the comptationalist approach, to education……………………………..

(1) Reformulates old theories

(2) Analyzes rich protocols

(3) Given central computational idea, a redescription is then logical answer

The culturalist approuches education in a very different way………………

(a) How education evolves within a culture, and whose life does it effect

(b) Education within culture, effects the distribution of power, status and benefits

(c) Concerned with constraints that maybe imposed with education external or internal

week 7 Problem based learning

Buzz words used in PBL

(a)  Emotions

(b)  Transparative learning

(c)  Social

(d)  Storytelling

(e)  Stimulating

(f) Never stop learning

 

Read Book David Carlos…… trust & distrust….prof of education in Wisconsin..!!!

From LIz good analogies…..different strokes for different folks…!!!!!

                                                ……..from MIT to MTV…..!!!!!

 

ASSESSMENT 

(1)  Know what stage at

(2)  Results

(3)  Motivation for continued course participation

FEEDBACK

(1)  How am I doing

(2)  Progress

(3)  Want to pass…!!!!

 

 

Week 6 Communities of practice, problem-based learning

 Allerton building  room  L312

Guest speaker  Dr Leslie Robinson

Week 5 Social Constructivism and Connectivism

Wk 5   already 1st  March 2012

Guest speaker  DR Alex Avramenko

 (a very calm person, always focussed on eye contact with his audience and person addressing, listened to comments and instantly answered any questions that developed)

(1)  Teaching is an environment for learning

(2)  Learning is change

(3)  Knowledge

(4)  Learning is an observable change in behaviour

(5)   Behaviourist = stimulates response

(6)  Cognitive = information processing

Presenting our chapters 12:00 to 12:30 hrs

Week 4 Selling our bargins

We all met up in Manchester by the Big Wheel ticket office from which I’ve wrote a page tittled ,

 A SIMPLYFIED BUT EFFECTIVE COMPOSITE MATERIAL

week 4 Reflection of Webinair with Carol Yeager

Webinar    Tuesday 21st February 2012

12:00-13:10hrs

I was looking forward to this Webinair with Carol, Chrissi & all my Cohort group, but at the same time I was anxious wether or not I would have Technical problems with the technology ie, Camera, & microphone/headset.  So I went out and bought myself a wireless headset with microphone, a Raxconn 2.4 Ghz Digital from Maplin Electronics, regent road,  I already had a good Logitech 1.3 megapixel quickcam fusion I bought on one of my company overhead accounts(my corporate AGM & EGM meeting account) costing over £80.00, which became redundant when I moved over to a mini mac last year, and I had to buy another one which had to be  Apple Mac compatible, hoping one day it might be usefull, I dug it out from my loft.

Myself & Jon Radcliffe had already previously arranged to meet up for the Webinair & access it together from my office, so being aware Jon was coming I made sure he could get into my office area.

So there I was all Techno (looked like I was on the set of startrek, felt like SCOTTIE beam me up!!!!) complete with full headset and a decent camera, raring to go  !!!!!

I first spoke to Carol and was early connected to Carol & Chrissi all acknowledged that each other was on line, then everything felt as if it cut out on me, picture & voice, but I could see the bottom left had side  writing pad and observed other members of my Cohort logging on which re-asured me that something looked like it was going to happen, not sure what thou….!!!!! I had previously read some of the links that Chrissi had left us all and I had read about the six emerging technologies, which I thought had prepared me for the webinair.

Overall the webinair showed me that it could take place without being over loaded by the technology and a reasnable meeting with a cohort of 20 could prove beneficial to all. At one stage I voiced my feeling about being unrelaxed when I was a child at school in the playground.

The taking part I felt was enjoyable, which gave you a feeling of anticipation not knowing what was going to happen next, I took part by typing in questions & answers using the LHS word pad, and Jon was successful in drawing a coffee mug without removing his pen. As other members and myself added remarks in the LHS window it became fast moving & you had to have you eyes in two places, the main central srceen/box and this LHS  message window.

Carol duly acknowledged everyones remarks, which I thought gratifying, and Chrissi also was there to keep the thoughts and questions coming in, and keeping the whole exercise thought provoking.

References

Philip Barker  (1989)  Multi-media computer assisted learning. Kogan Page and Nichols Publishing.

Steve Ryan, Bernard Scott, Howard Freeman, and Daxa Patel (2000)  The Virtual University (The internet and resource based learning) Stylus Publishing.

Week 3 Designing

(a)  Learning outcomes

Gillian Lynne is a very successfull dancer /Choreographer From 77 when she was awarded the Golden Rose of Montreux to a  BAFTA in 87 and in 97  she received the CBE and in between many more awards were given. Experienced tragedy at the age of 13 when her mother died violently as a consequence of an R.T.A. Gillian does not like rest and believes that continued work, without rest is rewarded with success. If she ever goes on holiday, the first few days she will contract a cold, and not feel well. Gillian has a tough regime of fitness, Yoga and meditation techniques. “Age is not important” she says its where your brain is and your level of energy that matters.

Mindmap is a way of generating by use of a word display,  a pattern of  goals to meet, concluding in progress and acheivement.

 

 

 Klobs Learning cycle

 

 

 

A diagram of Kolb’s cycle of experiential learning

 

Blooms Taxonomy

(e)  Andrews Taxonomy

(f)   Prof John Biggs

(g)  Making our sessions memorable

(h)   Klobs learning cycle

References

David Turner (2002)  Designing and delivering modules. Oxford Brookes University

Robert McCormick and Carrie Paechter (1999) Learning and Knowledge. Paul Chapman Publishing

Week 2 reflecting and developing

From Chapter 6  The nature of reflective learning

The following made me think and ask why !!

With reflective learning the following stages can be noted

(1) Learning

(2) Writing

(3) Practice

In making a representation of a personal reflection, we shape and model the content of our reflection in different ways, and learn from the process itself. There is then a secondary learning, which ofcourse can  ultimately be positive and productive.

Relective practice emphasises the use of reflection in professional, or other complex activities as a means to improve on an already adopted practice which can be improved upon.

It can represent expansions of the idea’s in different directions, which again can lead to an improvement, or eventual addition and advancement to an identified task or product development, which now brings me onto a practice which I have adopted in one of my lectures.

The following relates to my practice !!

In my product engineering groups for EA1 my final session with them, they have a task  I set them in 4 to 6 groups where they culminate in building a bridge structure out of Ali strips 20mm and 40mm wide which is the only material which I allow them to use.

When they have built them I test them using a 6.7 ton (67Kn) testing machine where they are pulled apart to destruction. When later I tell them to write their report, I say the following,

(a) Introduction

(b) What you did and why you did it

(c) Your results

(d) what your results mean

(e) If you had the chance again to rebuild the bridge structure, what would you change, or improve based upon your bridge

(f)  Conclusions based upon above and why you have made changes!!

In (e and f) they are asked to reflect, re-think, re-apraise their bridge structure so as to replicate my first understanding in above of the fundamentals of reflective practice.

What did I learn in this weekly theme !!

I learnt that interaction in a teaching environment is quite a good acknowledgement of each other within the learning environment, the class room. It brings everybody into discussion and leaves no body out. It however takes some people out of their comfort zone, including me, but by the end of a session can make all the individuals feel part of a disscussion group, and leave no room for escape!!!

I also learnt that when I was asked to pick an item from the floor I picked a country picture theme, which was chosen because I like the coutryside especially one which displayed a lot of green. The reason I chose it was because I was comfortable with the whole group that I was with, relaxed & at peice with myself. However someone else in my group who I thought was also relaxed, and seemed comfortable, was certainly not………. as this individual chose the opposite to me, which were pictures showing distress and unrelaxed  behaviour. I must say behaviour is a word which  is not used enough and delivers or directs  or solves a lot of our  problems, in society.

References

Anne Brockbank and Ian McGill  (1998)  Facilitating reflective learning in Higher Education. Open University Press

Prof Tony Ghaye (2003)  Reflective practice. Carfax Publishing Taylor Francis Group

David A.Kolb (1984)  Experimental learning. Englewood Cliffs, Prentice Hall