Tags » George Siemens

day 3: a meander through software, architecture, learning analytics, and being human

Article Title:
The software design studio: An exploration
by Sarah Kuhn

In the late 1990’s, software design and development was rising to greater prominence. Educational institutions were looking for ways to teach software development in a more holistic, agile manner and–inspired by the discipline of architecture–tried out studio pedagogy as a potential new methodology. 739 more words

Lisa Hammershaimb

day 1: intentions + lists + photos to assuage guilt

And here we are back to Monday. Apparently if I were going all quantified self, between this Monday and last there’s been shockingly little data recorded via blog. 536 more words

Lisa Hammershaimb

A new lens

According to a recent Victorian study, many assistant principals aren’t prepared to take on the role of principal because of the associated work stress. 413 more words

Contemporary Schooling

Lipstick on a pig? Learning Theory and Instructional Design

Tonight I have learning theory on my mind.  In particular this involves learning theory as it is applied to instructional design.  I have just read  from Carr-Chellman (2010) that instructional design, “does work on the whole within a behavioral framework, meaning that the underlying notions of learning are those of information transmission rather than learner construction” (p.8). 364 more words

Liveblog -- CALRG reading group on 'Connectivism'

This week in CALRG, we discussed George Siemen’s paper Connectivism: A Learning Theory for the Digital Age (available online here). Below is a liveblog of our discussion on the topic, with each bullet point representing one idea that was shared by someone present. 1,512 more words

Dear George @gsiemens

For some strange reason the comments feature was switched-off, now back on. 

Dear George,

This talk was brought to my attention on Twitter via… 2,124 more words


Questions about online 'openness'

Source of image

  • What motivates academics and teachers to get involved in areas of practice that are NOT supported by their institutions?
  • Why invest even longer hours in supporting educational practice?
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