It’s just a list but there are 150 methods here!
W. Bloom Jeffrey , (2013) “An ecology of mind: teaching – learning complex systems”, Kybernetes, Vol. 42 Iss: 9/10, pp.1346 – 1353
– The purpose of this paper is to show how to enact a Batesonian system to teaching an ecology of mind course.
– The approach develops a practical framework for teaching with examples of teaching approaches and student work.
– The overarching approach involves a depth-abstraction-abduction model. This model was used to engage students in examining a variety of transdisciplinary phenomena with emphasis on contexts, meaning, multiple perspectives, stories, relationships and systems, patterns, and epistemology. Epistemological shocks and shifts were a common occurrence.
The following are only a few assumptions about learning that tend to be recognized throughout education literature as fundamental to the planning of an education program. These assumptions came from the general field of educational philosophy.
Blended Learning Approach to Develop the Teachers’ TPACK
Arwa Ahmed Abdo Qasem
University of Mysore, India
Regional Institute of Education Mysore, India
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city.
The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used.
The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research
on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Arizona State University
Achieving a sustainable future requires that individuals adopt different values, attitudes, habits, and behaviors, which are often learned and cemented at a young age. Unfortunately, current educational efforts are inadequate for achieving transformative action. Even programs whose primary goal is to promote responsible, pro-environmental behaviors have largely failed at creating change among students.
The lack of efficacy in sustainability-related educational programs is at least partly due to faulty assumptions about knowledge automatically leading to action, and by extension, the information intensive methods that focus largely on declarative knowledge regarding how environmental systems work. Meanwhile, social science literature clearly highlights the need to go beyond ecological and technical knowledge when educating for transformative action, since sustainable behaviors are motivated by much more than declarative information. In order to effectively educate for sustainability, alternative forms of knowledge (i.e., procedural, effectiveness, and social knowledge) are essential, as is the consideration of various barriers and motivators for action. The transition towards sustainability will require action and change that is guided by an understanding of the complexities that arise within an interconnected system, as well as the ability to collaborate with people from diverse backgrounds, while keeping an eye to the future. In formulating our approach to educating for sustainability, we incorporate perspectives from three somewhat disparate fields: (i) behavioral change research, (ii) sustainability scholarship, and (iii) educational pedagogy. While drawing upon diverse knowledge domains, our primary purpose is to integrate behavior change research and sustainability competencies in developing effective educational approaches for transformative actions.
Educators, learners and active learning methodologies
Pages 275-286 | Published online: 20 Feb 2007
Picking up from a previous publication in IJLE, the primary objective of this article is to engage in a critical analysis of the concept and practice of ‘active’ (including ‘participatory’) learning as well as the usefulness to educators of ‘active learning methodologies’. Through a review of relevant literature and research, highlighting problems in theory, and an analysis of examples of active learning in practice, the article addresses a number of issues raised by previous attempts to promote active learning. It argues, in conclusion, that while promoting active learning is generally a good thing, the success of an active learning methodology depends not on methodology alone but, ultimately, on the constantly‐evolving, dialectical relationship between methodology and learners, mediated by the educator. Practical implications are that educators need not be over‐obsessed about questions of methodology, though it is important to experiment with new methods and make them a constant focus of discussion between educators and learners; further research could focus on the extent to which (and under what circumstances) educators and/or learners might change (or already have changed) their perceptions about different ways of teaching and learning.
An Educause article by Alan Roper from 2007
Images and Objects active methodology toolkit
The Images and Objects Toolkit is for facilitators and teachers interested in education for sustainable development.
The kit includes step-by-step instructions for planning and implementing Education for Sustainable Development activities by using images and objects, together with a starter kit of sample images.
The OULDI website contains a collection of tried and tested learning design tools that are freely available to use.
“Our work is focused around several key questions:
In what ways can the efficiency and effectiveness of time spent designing learning be improved?
How can we capture and represent practice; and in particular innovative practice?
How can we provide ‘scaffolds’ or support for staff creating learning activities, which draw on good practice and make effective use of tools and pedagogies?
What does a quality design process look like?
Our aim is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practioner research. We have been working across several OU faculties and with 4 other universities to pilot curriculum design activities and relevant supporting tools and to contribute to the broader academic work in the subject. We have produced a range of tools