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Tag Archives: learning-design
Here’s a nifty video summary of a doctoral dissertation by Derek Muller that a client pointed out to me: The basic gist is that students have pre-conceived notions that are wrong, and it is very hard to dislodge those mistaken … Continue reading
Some discussions have popped up recently on the Sakai Pedagogy discussion group that led to some interesting questions about the potential role of learning design (small “l”, small “d”) in higher education. Since the Sakai conversations tend to be technologist-heavy … Continue reading
Given that Sakai 1.5 was a feature-impoverished, unusable wreck, I fully expected 2.0 to be unusable as well. After spending half a day with it, I think it’s safe to say that I was wrong. While 2.0 is certainly not … Continue reading
In my last post, I agreed with Stephen Downes that we have to be careful not to take our analogies too literally and specifically pointed out flaws in the “learning-object-as-software-object” analogy. Sometimes the best way to make sure an analogy … Continue reading
Yesterday, Stephen Downes replied to my most recent post on educational pattern languages: Michael Feldstein is on the right track, mostly, with his exploration of the applicability of pettern language to learning. In this brief item, he asks, “Can we … Continue reading