Ways in which technology might contribute to personalising learning for students, according to a DFES 2020 report:
broadening the range of learning material students are able to access, either guided by a lecturer or as part of self-directed learning
enabling quick interactive assessments, for example, using ‘voting’ technology
promoting development of a broad range of knowledge, skills and understanding,in new contexts and with virtual access to experts
facilitating collaboration with peers (in the same poly and in other polys)
increasing the variety of learning resources, software and communication tools, through new media
helping polys to use a wider range of readily available resources and software to enhance learning, including making software available to students use at home
blurring distinctions between informal and formal learning – giving students the ability to choose what they learn and when they learn it
increasing motivation, through pace and variety
increased relevance, through greater links between students experience of poly and of the technology-rich world outside.
Sunday, November 30, 2008
Saturday, November 29, 2008
Worlds Funniest Joke!
Scientists in Britain have unveiled the world's funniest joke at the end of the largest study of humour ever. The LaughLab experiment conducted by psychologist Richard Wiseman, from the University of Hertfordshire, attracted more than 40,000 jokes and almost two million ratings.
Here it is:
Two hunters are out in the woods when one of them collapses. He doesn't seem to be breathing and his eyes are glazed. The other guy whips out his cellphone and calls the emergency services. He gasps: "My friend is dead! What can I do?" The operator says: "Calm down, I can help. First, let's make sure he's dead."
There is a silence, then a shot is heard. Back on the phone, the guy says: "OK, now what?"
Here it is:
Two hunters are out in the woods when one of them collapses. He doesn't seem to be breathing and his eyes are glazed. The other guy whips out his cellphone and calls the emergency services. He gasps: "My friend is dead! What can I do?" The operator says: "Calm down, I can help. First, let's make sure he's dead."
There is a silence, then a shot is heard. Back on the phone, the guy says: "OK, now what?"
The Guide on the Side
Truly great lecturers (as opposed to popular entertainers who are good for a laugh) are first and foremost active in research for otherwise their teaching will be superficial. They are passionate about their subjects and enthusiastic in delivering their classes. They really want to be in the classroom. They can inspire students and excite interest in what might appear to be the dullest of subjects. They have thought deeply about their course goals and prepare for class meticulously. They are always thinking about how to improve their performance. They do not simply impart information, which can probably be found in textbooks anyway, but seek to challenge students to think critically about the course material. They do not underestimate the students’ willingness to learn and to be challenged, but at the same time they have realistic workload expectations. They care for their students’ welfare. They set fair assessment and certainly do not seek to trick students in examinations. Most importantly, they have a sense of humour and don’t take themselves too seriously. On the other hand, for unmemorable lecturers, teaching is a chore, and they have few, if any, of the above qualities. Fifty minutes in their classes seems like an eternity.
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