Harvey
F. Silver and Matthew J. Perini, joint authors of best-selling books on
education, have recently developed a new Strategic Teacher PLC Guide focused on
the Interactive Lecture. Their latest professional-development tool teaches
educators how to improve their students' abilities to think actively about the
content of a lecture and lock the critical information in their memories. It
explores how teachers can plan and evaluate lessons, as well as review and
utilize the student work that results.
Showing posts with label interactive. Show all posts
Showing posts with label interactive. Show all posts
Tuesday, July 27, 2010
Saturday, July 11, 2009
Links for Online Course Content Resources
Much front-end production time in creating a new course or converting a course to online will be spent planning and producing content.
In considering media for inclusion in your online course, consider Fleming's six-element typology of teaching tasks and objectives: 1) attention, 2) perception and recall, 3) organization and sequencing, 4) instruction and feedback, 5) learner participation, and 6) higher-order thinking and concept formation. The following media and modes are considered because they are common and familiar, and also because they constitute the tools most available to online teachers, trainers, and learners: 1) print and text, 2) still graphics and illustrations, 3) sound and music, 4) video and moving graphics, and 5) multimedia.
Over the next few postings, I plan to provide a variety of annotated links to resources on the web for instructors to use in developing their lessons. We’ll start with Science.
CHEMISTRY COLLECTIVE is a collection of virtual labs, scenario-based learning activities, and concepts tests which can be incorporated into a variety of teaching approaches as pre-labs, alternatives to textbook homework, and in-class activities for individuals or teams. It is organized by a group of faculty and staff at Carnegie Mellon University for college and high school teachers who are interested in using, assessing, and/or creating engaging online activities for chemistry education.
THE BIOLOGY PLACE
(LabBench Activities)
Site maintained by Pearson--series of interactive flash demonstrations
BIOINTERACTIVE VIRTUAL LABS: Maintained by the Howard Hughes Medical Institute. The Virtual Labs won top honors in the 2002 Pirelli INTERNETional Award competition.More than 1,200 multimedia entries competed for the Top Pirelli Prize, which recognizes the best multimedia products designed to use the Internet to educate about science and technology. The site a variety of video clips, animations, and virtual labs.
Virtual Science: Experiments,"Hands-on", Laboratories (from MIT)
VADLO: Biomedical and Life Sciences Search Engine: Vadlo was developed by two biology scientists who wish to make it easier to locate biology research related information on the web. Vadlo search engine caters to all branches of life sciences. VADLO allows users to search within five categories: Protocols, Online Tools, Seminars, Databases and Software. Feel free to copy the Cartoons for your personal use and PowerPoint presentations!
In considering media for inclusion in your online course, consider Fleming's six-element typology of teaching tasks and objectives: 1) attention, 2) perception and recall, 3) organization and sequencing, 4) instruction and feedback, 5) learner participation, and 6) higher-order thinking and concept formation. The following media and modes are considered because they are common and familiar, and also because they constitute the tools most available to online teachers, trainers, and learners: 1) print and text, 2) still graphics and illustrations, 3) sound and music, 4) video and moving graphics, and 5) multimedia.
Over the next few postings, I plan to provide a variety of annotated links to resources on the web for instructors to use in developing their lessons. We’ll start with Science.
CHEMISTRY COLLECTIVE is a collection of virtual labs, scenario-based learning activities, and concepts tests which can be incorporated into a variety of teaching approaches as pre-labs, alternatives to textbook homework, and in-class activities for individuals or teams. It is organized by a group of faculty and staff at Carnegie Mellon University for college and high school teachers who are interested in using, assessing, and/or creating engaging online activities for chemistry education.
THE BIOLOGY PLACE
(LabBench Activities)
Site maintained by Pearson--series of interactive flash demonstrations
- Lab 1: Diffusion & Osmosis
- Lab 2: Enzyme Catalysis
- Lab 3: Mitosis & Meiosis
- Lab 4: Plant Pigments & Photosynthesis
- Lab 5: Cell Respiration
- Lab 6: Molecular Biology
- Lab 7: Genetics of Organisms
- Lab 8: Population Genetics
- Lab 9: Transpiration
- Lab 10: Circulatory Physiology
- Lab 11: Animal Behavior
- Lab 12: Dissolved Oxygen
BIOINTERACTIVE VIRTUAL LABS: Maintained by the Howard Hughes Medical Institute. The Virtual Labs won top honors in the 2002 Pirelli INTERNETional Award competition.More than 1,200 multimedia entries competed for the Top Pirelli Prize, which recognizes the best multimedia products designed to use the Internet to educate about science and technology. The site a variety of video clips, animations, and virtual labs.
- The Transgenic Fly Virtual Lab
- The Bacterial Identification Lab
- The Cardiology Lab
- The Neurophysiology Lab
- The Immunology Lab
Virtual Science: Experiments,"Hands-on", Laboratories (from MIT)
- Links to interactive science resources gathered by MIT
VADLO: Biomedical and Life Sciences Search Engine: Vadlo was developed by two biology scientists who wish to make it easier to locate biology research related information on the web. Vadlo search engine caters to all branches of life sciences. VADLO allows users to search within five categories: Protocols, Online Tools, Seminars, Databases and Software. Feel free to copy the Cartoons for your personal use and PowerPoint presentations!
Saturday, September 22, 2007
Interaction Economy meets Interactive Education?
In searching for information on personalized homepages today, I came across the following information on Tim Leberecht's blog iPlot: According to a McKinsey & Company study of US economic activity, "Raising the productivity of employees whose jobs can’t be automated is the next big performance challenge." The study argues that "as more companies come to specialize in core activities and outsource the rest, they have greater need for workers who can interact with co-workers, partners, and vendors," supported by highly personalized organizing and communication tools. 40 percent of labor activity, says McKinsey, comes not from making things or from traditional transactions but from what the consultancy calls the "Interaction Economy," which it defines as the "searching, coordinating, and monitoring required to exchange good[s] or services."
Think of how this impacts higher education! It boggles the mind. The whole purpose of education must change. It's not about defining a set body of knowledge that every learned individual must know. It is more about how we enable students to efficiently/effectively access information and collaborate in solving problems. The traditional behaviorist model worked for the industrial age, but today's service-driven economy requires more. Students must be allowed and encouraged to create their own meanings--based on their experiences and interactions with others. We also need to make sure that they have a wide variety of experiences--exposure to alternative ways of thinking and approaching problems. I am reminded of Taco Bell's slogan "Think outside the bun" and now Wendy's new promotion which suggests that just because everyone else is doing it doesn't mean that it is right. Just because this was the way you or your parents were taught doesn't mean that it is the "right way" or only way to teach/learn.
Higher education (especially the 4-year institutions) has been the bastion of tradition--changing slowly. The technical schools and 2-year institutions have seen the need to change to meet the needs of their student population. Most adopted technology in teaching and learning years ago, offering online programs (not just online courses). 4-years institutions held out--sticking to chalk or dry erase markers and the lecture model. The professor was hired for his/her content knowledge, right? Then it is up to him/her to pass on that knowledge to students passively waiting to receive it. The problem comes when the students are passive--learning is active/interactive. Students must be involved in the process. Web 2.0's user-created content tools (blogs, wikis, social bookmarking, etc.) allow that interaction--in a public sphere. No longer must students create, synthesize, and produce for just the instructor or classroom. Instead, their ideas can go out into cyberspace for others to read, comment, and digest. There is an authenticity to this kind of publication.
CAVEAT: This also means that we, as instructors, can no longer "control" what and how our students learn. How does this affect assessment--what exactly are we assessing, then?
Think of how this impacts higher education! It boggles the mind. The whole purpose of education must change. It's not about defining a set body of knowledge that every learned individual must know. It is more about how we enable students to efficiently/effectively access information and collaborate in solving problems. The traditional behaviorist model worked for the industrial age, but today's service-driven economy requires more. Students must be allowed and encouraged to create their own meanings--based on their experiences and interactions with others. We also need to make sure that they have a wide variety of experiences--exposure to alternative ways of thinking and approaching problems. I am reminded of Taco Bell's slogan "Think outside the bun" and now Wendy's new promotion which suggests that just because everyone else is doing it doesn't mean that it is right. Just because this was the way you or your parents were taught doesn't mean that it is the "right way" or only way to teach/learn.
Higher education (especially the 4-year institutions) has been the bastion of tradition--changing slowly. The technical schools and 2-year institutions have seen the need to change to meet the needs of their student population. Most adopted technology in teaching and learning years ago, offering online programs (not just online courses). 4-years institutions held out--sticking to chalk or dry erase markers and the lecture model. The professor was hired for his/her content knowledge, right? Then it is up to him/her to pass on that knowledge to students passively waiting to receive it. The problem comes when the students are passive--learning is active/interactive. Students must be involved in the process. Web 2.0's user-created content tools (blogs, wikis, social bookmarking, etc.) allow that interaction--in a public sphere. No longer must students create, synthesize, and produce for just the instructor or classroom. Instead, their ideas can go out into cyberspace for others to read, comment, and digest. There is an authenticity to this kind of publication.
CAVEAT: This also means that we, as instructors, can no longer "control" what and how our students learn. How does this affect assessment--what exactly are we assessing, then?
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