Reflections on Design-Based Learning

Blogging on Summer Residency 2019

DBL Assessments Post 3 – Formative and Performance Assessment

Shute and Kim (2014) state that formative assessments should encourage and support learning process for learners and teachers, provide useful feedback, and be responsive to how people learn. Performance assessments rely on some observation of behavior that is based on… Continue Reading →

Learning Sciences Post 2 – Assigned Chapter Readings

Scaffolding Reiser and Tabak (2014) discuss scaffolding as it applies to children performing more complex tasks when someone knowledgeable supports and shares their problem solving, resulting in them achieving more than they could have on their own. This support not… Continue Reading →

Learning Sciences Post 1 – Standardized Education

Davis, Sumara and Luce-Kapler (2015) introduce standardized education as their first moment in Engaging Minds. The term is used to describe those educational practices that focused on a common delivery of instruction for students that yielded uniform performance outcomes. The… Continue Reading →

DBL Assessments Post 2 – Authentic Assessments

Authentic education provides learning activities and experiences that replicate real world problems in a way that is unique to the individual learner. It attempts to create opportunities for nurturing of learners’ unique interests and competencies as they bring their past… Continue Reading →

DBL Assessments Post 1 – Using Feedback as an Assessment in Design-Based Learning

Changes in classroom practices are necessary for assessments to be part of the student learning process (Shepard, 2000). One of the ways to do this is by establishing collaborative relationships between students through discussion of work expectations and related criteria…. Continue Reading →

Tacit Learning in a Practicum Environment

The new culture of learning is recognizing the value and effectiveness of tacit learning (Thomas & Brown, 2011). For far too long, the focus of teaching and learning has been on explicit learning and the transfer of stable and factual… Continue Reading →

Technological Impact on Teaching and Learning

Thomas and Brown (2011) have introduced a number of concepts regarding a new culture of learning. With the rapidly changing technological advances in today’s learning environment, how does an educator adjust from teaching explicit knowledge to learning in a tactile… Continue Reading →

When Our Home Became The Learning Environment

Digital and networked media has become a central role in the lives of individuals and the way they learn. Ito et al., (2009) introduced the three genres of participation that were described as ‘hanging out, messing around and geeking out’…. Continue Reading →

The Future of Learning and Education in a Digital Age

Kids these days! The sociology of studying children and youth has advanced from studying the physical and cognitive stages and milestones they achieve on their way to adulthood, to seeing them as whole, complete individuals capable of thinking, decision-making and… Continue Reading →

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