4. Give prompt feedback ..2



  • Prompt Feedback – What forms can feedback take that promote learning? What technology can be incorporated to improve prompt response or facilitate extending feedback? What technologies are available to change the process of providing feedback?
  • Academic Honesty – Do you discuss issues of plagiarism, intellectual property, cheating with your students? What impact has technology had on academic honesty in general? Do technology tools for assessing student learning help or hinder?


  • Adding Feedback – How do you plan to incorporate technology enhancements to provide prompt feedback in your own instruction? To what extent are you planning to have the feedback automated to accommodate student-directed learning?
  • Response – What is an appropriate level of control and feedback response for learning being assessed? Should quiz feedback be a teaching tool?
  • Self-grading quizzes, comments and annotated assignments, chat – Which other Moodle functions or tools look interesting? Did you try any out? Did you have any problems? Can you use this in your teaching? How would it fit in with your learning objectives?
  • How are you doing? Review the criteria for 4. Give prompt feedback in the Course Evaluation Checklist. Any new insights or applications to share?

Curious people…

This is part of a much longer dialog about “connectivism” and a MOOC by the same name

Curious people I know are driven to question almost as a carelessness for their public image. It’s as if they missed the lecture on “appearing competent” and relish the thrill of a really well performed screw-up.

To me, a true connectivist, if there is such a person, is pretty rare. Its an attitude that needs developing in an environment where mistakes are tolerated and genuine effort counts. That leaves the school system out, so where else do we look?

This is a hard question that needs solving. We’re dreaming to think everyone will self-actuate simply because it suits the economy or supports a theory. We might start by doing something very contrary to the way we insist education should operate: allow people to be “wrong” without instant reprimand. Allow feedback to work its way to the surface before we step in to explain–we explain too much anyway.

Good call Kevin, maybe connectivism is based on letting the world explain itself? Not that what we find out shouldn’t be processed in our heads, but to back off on the need for things to “fit” or meet expectations. This is an active, demanding process.


2. Encourage cooperation among students ..2



  • Student cooperation forum – How do you incorporate student cooperation in your on-campus class? What are some of the challenges with the current process? Would adding technology change the group dynamics? Do students do their group work entirely in class? If they work outside of class, how do you know what is going on?


  • Group project set-up – How would you go about adding a group project to your course? How are your dividing up the class into groups? How do you divide up students in an on-campus class? What tasks are students to perform as a group? What is the final product?
  • Discussions, messages, collaborative learning – Demo another one of functions or tools that looks interesting. Can you use this in your teaching? Does this technology support your learning outcomes? Would this be applicable to your course? How would it fit in with your learning outcomes?
  • Peer reviews – How do you use the peer review process? What is its applicability to student learning? Are there tools available online that will help students perform peer reviews?
  • Will you add a group project to your own course? How will you handle group selection? What is the group projects’ “deliverable”?
  • Course development – What are some ways that you could incorporate these tools into your teaching.
  • How are you doing? Review the criteria for this Principle in the Course Evaluation Checklist. Any new insights or applications to share?

Open Educational Technology (OET)

How to introduce Open Educational Technology (OET) resources, open source tools and CC licenced learning objects to teacher education students and why it is important by Salvor Gissurardottir, assistant professor at School of Education, University of Iceland

Salvor says; “I will talk about my experience with using wikitools such as mediawiki and diverse wikimedia projects in teacher education and designing project based learning where students use open source graphics tools (Gimp, Paint.net and Inkscape)”

I sat in on this webinar and learned a lot. Salvor has done some really good work using free open applications and content teaching Icelandic teachers to promote project-based learning.

Products and services mentioned include:

Good practice

from… Seven Principles for Good Practice in Undergraduate Education

First we will look at the Seven Principles. Taken together they for the basis for learning about teaching, learning and technology …Seven Principles for Good Practice in Undergraduate Education


  • What are some characteristics of your teaching style that are important to you and your students?
  • What learning activities bring out the best in your students?
  • What impact is technology having on you and your students?


  • Reading – Seven Principles
  • The Seven Principles were written in 1987. Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses was written in 2003. Why are they still relevant today?
  • Has technology changed the interpretation of some of these Principles?
  • Have students and their expectations changed since the Principles were written?

Educational technology

“educational technology is whatever stuff you need to use to support the practice of effective teaching and learning”
…adapted and integrated because they were inherently useful to the practice of teaching and learning… There isn’t really such a thing as “educational technology” – there is technology, used in the context of teaching and learning. —D’Arcy Norman, Weblog