Thomas.Eyre: 3 revisions imported

2025-01-07T20:39:51Z

3 revisions imported

← Older revision		Revision as of 20:39, 7 January 2025
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en>Thomas Eyre: Fixed images and links

2018-06-19T13:11:22Z

Fixed images and links

← Older revision		Revision as of 13:11, 19 June 2018
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	<div class="mwbs-color-darker">		<div class="mwbs-color-darker">
	<center>		<center>
	[[~~Learning activities~~ \| Preinstruction]] \| [[~~Learning activities Part 2:~~ Content ~~Presentation and Acquisition~~ \| Content]] \| [[~~Learning activities Part 3: Engagement, Practice, and~~ Application \| Application]] \| [[~~Learning activities Part 4:~~ Assessment \| Assessment]] \| [[~~Learning activities Part 5:~~ Follow-through \| Follow-through]]		[[ELearning/Course_design/Learning_activities \| Preinstruction]] \| [[ELearning/Course_design/Learning_activities/Content \| Content]] \| [[ELearning/Course_design/Learning_activities/Application \| Application]] \| [[ELearning/Course_design/Learning_activities/Assessment \| Assessment]] \| [[ELearning/Course_design/Learning_activities/Follow-through \| Follow-through]]
	</center>		</center>

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	</p><p>		</p><p>
	===Feedback===		===Feedback===
	Information about (1) the consequences of actions, and (2) the state of a system, product, or process compared to an ideal state as defined by standards, guidelines, and other criteria. Students can provide feedback for themselves and peers through the same process as instructor-provided feedback. See peer review below and the [[Feedback: ~~Activities~~, ~~assignments~~, ~~and assessments~~\|Feedback]] article under Teaching Online.		Information about (1) the consequences of actions, and (2) the state of a system, product, or process compared to an ideal state as defined by standards, guidelines, and other criteria. Students can provide feedback for themselves and peers through the same process as instructor-provided feedback. See peer review below and the [[ELearning/Teaching_online/Feedback:_Activities,_assignments,_and_assessments \| Feedback]] article under Teaching Online.
	</p><p>		</p><p>
	===Feed forward===		===Feed forward===
	Guidance and suggestions for correcting or improving another's work for the next iteration or version. See the [[Feedback: ~~Activities~~, ~~assignments~~, ~~and assessments~~\|Feedback article]].		Guidance and suggestions for correcting or improving another's work for the next iteration or version. See the [[ELearning/Teaching_online/Feedback:_Activities,_assignments,_and_assessments \| Feedback article]].
	</p><p>		</p><p>
	===Games===		===Games===
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	===Group projects===		===Group projects===
	Any major assignment involving groups of 3 to 5 students. Refer to Group Learning in the [[Teaching online]] module.		Any major assignment involving groups of 3 to 5 students. Refer to Group Learning in the [[ELearning/Teaching_online \| Teaching online]] module.
	</p><p>		</p><p>
	===In-basket exercise===		===In-basket exercise===
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	</p><p>		</p><p>
	===Mental model building===		===Mental model building===
	We each have within us thousands of mental models – ranging from our understanding of dogs to how our senses work, to how the universe is constructed. In the beginning, our mental models are bare structures with little detail, and likely containing misconceptions. As our experience and understanding grow, they become more complex, refined, and accurate. Most of the time, these mental models, or schema, remain unconscious. However, they can be used as a learning tool when made explicit. As a form of metacognition, students can be assigned to creating and evolving their own personal mental models. See [[~~Learning theories~~#schema \| Learning theories]] for a full discussion of mental models.		We each have within us thousands of mental models – ranging from our understanding of dogs to how our senses work, to how the universe is constructed. In the beginning, our mental models are bare structures with little detail, and likely containing misconceptions. As our experience and understanding grow, they become more complex, refined, and accurate. Most of the time, these mental models, or schema, remain unconscious. However, they can be used as a learning tool when made explicit. As a form of metacognition, students can be assigned to creating and evolving their own personal mental models. See [[ELearning/Foundations/Learning_theories#schema \| Learning theories]] for a full discussion of mental models.
	<div id="Metacognition"></div>		<div id="Metacognition"></div>

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	\|}		\|}
	</p><p>		</p><p>
	In computer science, the term 'pattern recognition' is often used synonymously with machine learning. Pattern recognition is an important element of [[~~Learning theories Part 4:~~ Connectivism \| Connectivism]] learning theory and [[~~Physical basis of learning~~#Expertise \| expertise]].		In computer science, the term 'pattern recognition' is often used synonymously with machine learning. Pattern recognition is an important element of [[ELearning/Foundations/Learning_theories/Connectivism \| Connectivism]] learning theory and [[ELearning/Foundations/Processes_supporting_learning#Expertise \| expertise]].
	<div id ="Peer"></div>		<div id ="Peer"></div>
	</p><p>		</p><p>
	===Peer interaction===		===Peer interaction===
	Student-to-student interaction can - ''and should'' - serve both social and learning purposes. Research suggests that peer interaction is most effective when scaffolding is included to guide interactions (Merriënboer & Kirschner, 2007). [[~~Scaffolding learning~~ \| Scaffolding]] can take the form of worked problems, structured questions, evaluation rubrics and more. Here we review a number of peer interactions, their purpose and best use, according to Merrill (2013).		Student-to-student interaction can - ''and should'' - serve both social and learning purposes. Research suggests that peer interaction is most effective when scaffolding is included to guide interactions (Merriënboer & Kirschner, 2007). [[ELearning/Teaching_online/Scaffolding_learning \| Scaffolding]] can take the form of worked problems, structured questions, evaluation rubrics and more. Here we review a number of peer interactions, their purpose and best use, according to Merrill (2013).
	</p><p>		</p><p>
	'''''Peer teaching''''' mimics or duplicates instructor lectures, most often in the form of disseminating information. This form of learner interaction is the least effective form of interaction, just as it is with instructors. It may be an effective learning tool for the student presenter who compiles and conveys the information, but not for her audience. It is also time consuming for the course, especially when more valuable methods are available.		'''''Peer teaching''''' mimics or duplicates instructor lectures, most often in the form of disseminating information. This form of learner interaction is the least effective form of interaction, just as it is with instructors. It may be an effective learning tool for the student presenter who compiles and conveys the information, but not for her audience. It is also time consuming for the course, especially when more valuable methods are available.
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	'''''Peer collaboration''''' ask students to work together in small groups to solve problems. Here students apply what they have learned by solving appropriate problems, along with the necessary component skills, associated with the topic. Collaboration in problem solving is perhaps the most effective form of peer interaction.		'''''Peer collaboration''''' ask students to work together in small groups to solve problems. Here students apply what they have learned by solving appropriate problems, along with the necessary component skills, associated with the topic. Collaboration in problem solving is perhaps the most effective form of peer interaction.
	</p><p>		</p><p>
	'''''Peer critique''''' asks students to assess other students' work against established standards, especially rubrics, and providing constructive feedback. Constructive feedback requires that learners not only point our positive and negative instances, but also recommendations for improvement. Learning can be enhanced when individuals or groups review their feedback, and revise their work before submitting for grading. Peer critique best duplicates instructor grading when individual work is reviewed by 3-5 others, consistently demonstrating .80 or more correlation. Anonymous works and reviews help mitigate student concerns over privacy and standing in judgment of fellow students. See the [[Feedback: ~~Activities~~, ~~assignments~~, ~~and assessments~~\|Feedback article]] under Teaching Online.		'''''Peer critique''''' asks students to assess other students' work against established standards, especially rubrics, and providing constructive feedback. Constructive feedback requires that learners not only point our positive and negative instances, but also recommendations for improvement. Learning can be enhanced when individuals or groups review their feedback, and revise their work before submitting for grading. Peer critique best duplicates instructor grading when individual work is reviewed by 3-5 others, consistently demonstrating .80 or more correlation. Anonymous works and reviews help mitigate student concerns over privacy and standing in judgment of fellow students. See the [[ELearning/Teaching_online/Feedback:_Activities,_assignments,_and_assessments \| Feedback article]] under Teaching Online.
	</p><p>		</p><p>
	===Performance aids===		===Performance aids===
	Learners gain experience using and applying performance aids (job aids) introduced during content presentation. Performance aids can also serve as an intermediary step toward independent performance. See [[~~Learning activities Part 2:~~ Content ~~Presentation and Acquisition~~ \| Content]].		Learners gain experience using and applying performance aids (job aids) introduced during content presentation. Performance aids can also serve as an intermediary step toward independent performance. See [[ELearning/Course_design/Learning_activities/Content \| Content]].
	</p><p>		</p><p>
	===Portfolio===		===Portfolio===
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	===Practice: Multitasking===		===Practice: Multitasking===
	Fluency building specifically aimed at increasing the speed and smoothness at which the individual moves between tasks. Although research has demonstrated that multitasking is inefficient and error-prone, other research shows promise in developing skill at multi-tasking. Refer to the [[~~Physical basis of learning~~#MultiBrain \| Multitasking brain]] in the Physical basis of learning article for the factors that affect multitasking abilities.		Fluency building specifically aimed at increasing the speed and smoothness at which the individual moves between tasks. Although research has demonstrated that multitasking is inefficient and error-prone, other research shows promise in developing skill at multi-tasking. Refer to the [[ELearning/Foundations/Processes_supporting_learning#MultiBrain \| Multitasking brain]] in the Physical basis of learning article for the factors that affect multitasking abilities.
	</p><p>		</p><p>
	<span style="font-size: 150%;">Training for Multitasking</span>		<span style="font-size: 150%;">Training for Multitasking</span>
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	<center>		<center>
	[[~~Learning activities~~ \| Preinstruction]] \| [[~~Learning activities Part 2:~~ Content ~~Presentation and Acquisition~~ \| Content]] \| [[~~Learning activities Part 3: Engagement, Practice, and~~ Application \| Application]] \| [[~~Learning activities Part 4:~~ Assessment \| Assessment]] \| [[~~Learning activities Part 5:~~ Follow-through \| Follow-through]]		[[ELearning/Course_design/Learning_activities \| Preinstruction]] \| [[ELearning/Course_design/Learning_activities/Content \| Content]] \| [[ELearning/Course_design/Learning_activities/Application \| Application]] \| [[ELearning/Course_design/Learning_activities/Assessment \| Assessment]] \| [[ELearning/Course_design/Learning_activities/Follow-through \| Follow-through]]
	</center>		</center>

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	[[#top]]		[[#top]]

	&uArr; [[Instructional strategies \| Up to Instructional strategies]]		&uArr; [[ELearning/Course_design/Instructional strategies \| Up to Instructional strategies]]

	&uArr; &uArr; [[Course ~~planning~~ \| Up to Course planning]]		&uArr; &uArr; [[ELearning/Course design \| Up to Course planning]]

	&uArr; &uArr; &uArr; [[Course development \| Up to Course development]]		&uArr; &uArr; &uArr; [[ELearning/Course development \| Up to Course development]]

	&uArr; &uArr; &uArr; &uArr; [[~~Home~~ \| Up to Home]]		&uArr; &uArr; &uArr; &uArr; [[ELearning \| Up to Home]]

en>Thomas Eyre: 1 revision imported

2018-06-18T20:46:06Z

1 revision imported

← Older revision		Revision as of 20:46, 18 June 2018
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en>Klwilcoxon: /* Metacognitive activities */

2018-01-08T19:02:56Z

Metacognitive activities

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ELearning/Course design/Learning activities/Application - Revision history

Thomas.Eyre: 3 revisions imported

en>Thomas Eyre: Fixed images and links

en>Thomas Eyre: 1 revision imported

en>Klwilcoxon: /* Metacognitive activities */