9. Learning best occurs when multi-
modal contexts are enabled. We
cannot justify pigeon holing students
into single mode learning.
Steve Wheeler, Plymouth University, 2011
I hear, I know
Cognition Deeper
Auditory Learning
Visual Kinaesthetic
I see, I remember I do, I understand
Memory Meta Cognition
http://www.slideshare.net/timbuckteeth/redesigning-learning-spaces-for-a-digital-world
13. Pedagogy aligned to curriculum through
Clear objectives
Relevant content
Appropriate activities
Nature of assessment
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
14. Pedagogy supportive of inclusive practices i.t.o.
Gender
Different social and ethic groups
Disabilities
Different types and range of achievements
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
15. Pedagogy to engage and motivate learners
as evident in an ethos of being
Educational
Enjoyable
A rewarding interactive experience
Conducive to learning
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
16. Digital pedagogy should be innovative in approach in
that
It evidences why learning technologies are being
used
It uses digital forms which cannot be achieved in
any other way
It must be fit for purpose.
The design and implementation of the digital
material or environment is new
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
17. Pedagogy that is evidenced by
Personalised learning
An authentic learning experience
Effective outcomes
Characteristics of good learning (learner
agency, autonomy, collaboration, creativity,
metacognition and critical thinking)
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
18. Pedagogy should provide assessment AS
learning that
Is primarily aimed at improving learning
Provides rapid fee and constructive feedback
Makes provision for peer assessment and self
assessment
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
19. Pedagogy should provide
assessment OF learning that is
Valid and reliable
Aligned to achievement of
learning outcomes
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
20. The pedagogy must be
Internally coherent and consistent in
the way the objectives, content,
student activity and assessment
match to each other
Open and accessible in its design and
transparent in its intention
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
21. The digital pedagogy should
Not allow the technology to impede the
learning
Allow for scaffolded and supported learning
Not require extensive training or
instructions
Make appropriate assumptions about the
ICT skills of learners
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
22. Technology solutions should be
Justifiable
Affordable
Sustainable
Scalable
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
44. Teachers and students can use Gooru to
search for rich collections of multimedia
resources, digital textbooks, videos,
games and quizzes created by educators
in the Gooru community.
http://www.goorulearning.org/gooru/index.g#!/home
64. Personal Learning Environments
PLEs are not only personal
web tools and personal
learning networks. PLEs
are much wider than this,
taking in experiences and
Steve Wheeler, University of Plymouth, 2011
Personal realia, as well as learning
through TV, music, paper
Learning Personal based materials, radio &
Network Learning more formal contexts.
Environment Learning content is not as
important now as where
(or who) to connect to, to
find it.
Personal PWTs are any web tools,
Web Tools (usually Web 2.0) chosen
by learners to support
their lifelong learning.
Source: http://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html