- Jul 2023
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edtech.une.edu.au edtech.une.edu.au
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While it may be obvious that there are specific technologies for those with different abilities that help them engage with their learning, never forget that how we choose existing learning technologies is probably the first step in ensuring access to our learners, and potentially presenting barriers to their learning. Learning Management Systems (LMSs) like Moodle, Canvas, Blackboard Learn, D2L Brightspace, Google Classroom and other technologies should have accessibility features built in as well – if they don’t, these foundational systems will present barriers for our learners. If we’re choosing to use ad-hoc or additional technologies that sit outside what our institutions have set up for us (e.g., Kahoot, Canva, etc.) it’s up to us to assess what technologies we use for accessibility.
The key takeaway I think
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- Oct 2021
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learn.stoosepp.com learn.stoosepp.com
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divide
Maybe plural?
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learn.stoosepp.com learn.stoosepp.com
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UBC
Update for UNE?
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Formative Assessment
Could this not also incorporate students' derivation of rubrics from their interpretation of the Learning Goals?
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Socretes
Socrates
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ONLINE
There are a few interpretations of flippedness, aren't there. The one I see pushed is where teacher's make online material, EddieWoo style, for people to go through in their own time, then discuss in class (teacher needs to 'teach' twice!)
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learn.stoosepp.com learn.stoosepp.com
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Revisit Guiding Questions
Should this section also highlight 'does the learner need YAP (yet another password)?"
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called
using a technology such as
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In terms of digital technologies, any website can do the same
It can do much, much more than paper and I think this should be mentioned here. It almost sounds like an apology for websites. Have you read Papert's idea (in 'Mindstorms') that paper is the reason why we do Maths like we do now – rote, exemplar then practise, often without context or meaning, rather than "play" with Maths to get a better understanding, and to demonstrate an understanding
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it’s what we as educators can do with the technology
Students too. Often they will come up with way different methods or approaches. The sort where a teacher goes 'huh, that's pretty cool'
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learn.stoosepp.com learn.stoosepp.com
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The diagram below shows the change in Learning Management System (LMS) market share over the 20+ years. For this type of technology, this is usually large scale, requiring a large budget, so the number of tools available are quite limited. If the project is of a smaller scale, there may be many more options, because fewer people use them. In the case of smaller-scale projects, sometimes the support requirements are fewer, and the ease of use is higher, so there are many more options of different tools that do the same thing
I don't grok this. Surely the bigger the budget the more features, but the slower moving as the instal base is larger and support is needed more? I may have misinterpreted your meaning behind "tools" here. Not sure what that refers to. Does it mean that the bigger, the less flexible hence give out a smaller number of generic tools and you bend your workflow to suit? (cf smaller - we can make that happen for you!)
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