I will make sure to post a link to the PowerPoint in this forum (once I finish writing it). You are encouraged to follow Saint Ignatius of Loyola's principle of tantum quantum which loosely translates into "use it in so far as it is helpful, avoid it in so far as it is not". Peace.
Break a leg.
Great overview of Moodle. I really like how you use examples to paint a picture for those who may not understand how Moodle might be used in various situations.
I was especially pleased to see that Milken citation on one of your slides. I am not an Ignatian educator, but I am a Milken Educator, so I felt included.
Thanks for sharing this.
or this: http://images.google.de/images?q=learning+pyramid&num=100&hl=de&rlz=1B3GGGL_de___DE229&um=1&sa=X&oi=images&ct=title
Thanks! Actually, I love the message... but the representation in a pyramid is -- i am now realising -- wrong. It does not convey the concept very well.
- the worst is at the top, and pyramids draw attention to the top of the triangle as the "hot" point
- it is not clear what combination of tools were used - those who teach others, probablysat in a lecture theater first
- the rounded numbers make me suspect the data
- the unclear thinking about tool combination makes it suspicious too
Is the source paper available? Curious about the source data -- did a bit of googling for it and found a ton of copies of that pyramid but no numbers.
I'd love to get my hands on some solid research that gives some credibility to the message that combining the elements listed in that graph is effective.
(Note: I am thinking about the image in terms of Edward Tufte's approach to visual communication. Perhaps reading his books spoiled me... have people around read them?)
which asserts that Dale's Cone and similar graphs like the pyramid are NOT based on research.
The education establishment will jump eagerly and uncritically on any theory that offers a simple prescription for learning. My favorite is Gardner's theory of Multiple Intelligences, which has become de rigeur in lesson plans. Gardner himself describes MI as a "hunch," and there are no peer reviewed studies that lend it support. It is rhetoric, not science.
Otherwise, this retention rate of 0% for lectures would be music in the ears of the administration who wants to cut evertything and throw out lectureres because adminstration costs soooo much.
Sadly all the research around effective teaching practices is very slim on facts. MartinD's paper is really good but I'm not aware of much more research of that quality around.
Where's the emoticon for puzzled?
Great presentation. You have managed to verbalise many of the items of ignation/moodle methodology that I had not been able to.
I look forward to using parts of your presentation with my own staff here (with full citation of course )
Will be in contact directly soon with some ideas.