<![CDATA[Oasis for Learning: Learning and teaching, ideas, theories, research, practices]]> http://oasis-for-learning.net/groups/profile/117/learning-and-teaching-ideas-theories-research-practices? http://oasis-for-learning.net/file/view/1284/risk-and-agency-nurturing-and-valuing-scholarship-and-research-in%C2%A0-learning-teaching-and-educational-development%C2%A0 Mon, 23 Nov 2015 00:55:07 -0800 http://oasis-for-learning.net/file/view/1284/risk-and-agency-nurturing-and-valuing-scholarship-and-research-in%C2%A0-learning-teaching-and-educational-development%C2%A0 <![CDATA['Risk and Agency: Nurturing and valuing scholarship and research in  learning, teaching and educational development ]]> SEDA keynote Cardiff 2015 ''Risk
and Agency: Nurturing and valuing scholarship and research in  learning,
teaching and educational development'  

]]> Gina Wisker http://oasis-for-learning.net/file/view/1151/designing-social-media-for-learning Wed, 21 Jan 2015 09:11:04 -0800 http://oasis-for-learning.net/file/view/1151/designing-social-media-for-learning <![CDATA[Designing social media for learning]]> Dron & Anderson, 2014

The published version of this article is available for open access at http://www.mdpi.com/2076-0760/3/3/378

Abstract: This paper presents two conceptual models that we have developed for understanding ways that social media can support learning. One model relates to the “social” aspect of social media, describing the different ways that people can learn with and from each other, in one or more of three social forms: groups, networks and sets. The other model relates to the ‘media’ side of social media, describing how technologies are constructed and the roles that people play in creating and enacting them, treating them in terms of softness and hardness. The two models are complementary: neither provides a complete picture but, in combination, they help to explain how and why different uses of social media may succeed or fail and, as importantly, are intended to help us design learning activities that make most effective use of the technologies. We offer some suggestions as to how media used to support different social forms can be softened and hardened for different kinds of learning applications.

]]> Jon Dron http://oasis-for-learning.net/file/view/176/learning-outcomes-large-presentation-in-arabic-translation Mon, 08 Oct 2012 02:15:34 -0700 http://oasis-for-learning.net/file/view/176/learning-outcomes-large-presentation-in-arabic-translation <![CDATA[Learning outcomes - large presentation, in Arabic translation]]> This is the presentation of the full learning outcomes course, with Arabic translation

]]> Gina Wisker http://oasis-for-learning.net/file/view/174/learning-outcomes-application-in-arabic Mon, 08 Oct 2012 02:11:31 -0700 http://oasis-for-learning.net/file/view/174/learning-outcomes-application-in-arabic <![CDATA[Learning outcomes application- in Arabic]]> This short presentation takes you through learning outcomes in application- and is translated into arabic

]]> Gina Wisker http://oasis-for-learning.net/file/view/172/learning-outcomes-planning-modules-and-learningassessment Sat, 06 Oct 2012 14:01:29 -0700 http://oasis-for-learning.net/file/view/172/learning-outcomes-planning-modules-and-learningassessment <![CDATA[Learning outcomes- planning modules and learning......assessment]]> This file is the powerpoints accompanying the workshops delivered for colleagues in Saudi Arabia  for the British council and NCAAA- we hope you find the ideas and practices in here useful in curriculum planning, particularly when planning using learning outcomes , and in practices of quality assurance.

]]> Gina Wisker http://oasis-for-learning.net/file/view/170/putting-learning-outcomes-into-practice-short Sat, 06 Oct 2012 13:55:44 -0700 http://oasis-for-learning.net/file/view/170/putting-learning-outcomes-into-practice-short <![CDATA[Putting learning outcomes into practice-short]]> Ths file looks at putting learning outcomes into practice 

]]> Gina Wisker http://oasis-for-learning.net/bookmarks/view/168/donald-clark-plan-b Sat, 06 Oct 2012 10:39:12 -0700 http://oasis-for-learning.net/bookmarks/view/168/donald-clark-plan-b <![CDATA[Donald Clark Plan B]]> Donald Clark's wonderful and often incendiary blog about learning and learning technologies. Check out the links down the side of the page to learning theorists for some great, concise and critical views of around 50 different learning theorists, including references. A great place to start learning about learning. 

Address of the bookmark: http://donaldclarkplanb.blogspot.ca/

]]> Jon Dron http://oasis-for-learning.net/bookmarks/view/164/blooms-taxonomy-wheel-for-writing-learning-outcomes Sat, 06 Oct 2012 10:33:39 -0700 http://oasis-for-learning.net/bookmarks/view/164/blooms-taxonomy-wheel-for-writing-learning-outcomes <![CDATA[Bloom's Taxonomy Wheel for Writing Learning Outcomes]]> A very neat set of infographics providing assistance for those writing learning outcomes. Each of the wheels shown here contains lists of terms to use and some provide help with identifying grading criteria. While Benamin Bloom's taxonomy is a weakly founded armchair theory that is notably flawed from start to finish, devices like this remain useful in helping designers of learning experiences to reflect on what they are doing and what they hope to achieve.

Address of the bookmark: http://zaidlearn.blogspot.ca/2009/07/use-blooms-taxonomy-wheel-for-writing.html

]]> Jon Dron http://oasis-for-learning.net/bookmarks/view/150/control-and-constraint-in-e-learning-choosing-when-to-choose Tue, 02 Oct 2012 15:40:16 -0700 http://oasis-for-learning.net/bookmarks/view/150/control-and-constraint-in-e-learning-choosing-when-to-choose <![CDATA[Control and Constraint in E-Learning: Choosing When to Choose]]> Book by Jon Dron.


Abstract

Every learner is on a trajectory, an individual path that involves choices about what to do next in order to learn, choices that are bounded by intrinsic and extrinsic constraints. In some cases the learner controls those choices, sometimes they are made by someone or something else, sometimes control is negotiated, or it emerges from complex interactions of many agents. Control and Constraint in E-Learning: Choosing When to Choose pulls apart that simple dynamic, examines it in detail, and explores its consequences to provide a new, theoretically grounded approach to the design of e-learning systems, to the benefit of teachers, programmers, researchers and instructional designers alike. In addition to shedding new light on traditional e-learning systems, it demonstrates that the social technologies underpinning Web 2.0 are fundamentally different in their dynamics of control and, consequently, when designed and used with care, offer benefits that significantly exceed the promise of their forebears.

Address of the bookmark: http://www.igi-global.com/book/control-constraint-learning/205

]]> Jon Dron