31:00 Zettelkasten as system for ongoing learning (not bound to an outcome)

• see zk on process vs outcomes

What sorts of prompts or questions could teachers and learners use on a regular basis, similar to Brian Eno and Peter Schmidt's Oblique Strategies, to improve their learning environments, creativity, and learning outcomes?

Multiple tiers of interconnected and aligned goals link classroom activity with published standards and curricula.

Blakely, Tony, John Lynch, Koen Simons, Rebecca Bentley, and Sherri Rose. ‘Reflection on Modern Methods: When Worlds Collide—Prediction, Machine Learning and Causal Inference’. International Journal of Epidemiology 49, no. 6 (1 December 2020): 2058–64. https://doi.org/10.1093/ije/dyz132.

Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.

Measuring impact of on student learning outcomes is resource-intensive. This makes me think of the Tracer project.

The Royal Roads University has created this useful site that offers support and assistance in the design and development of curriculum. What I found to be very useful is the support dedicated for Moodle, the online curriculum software as I have recently signed up for the site.

The methodology used by the University is focused on an outcomes approach with integration of pedagogical and technological elements and blended learning.

The site has a research link and the kb was excellent. I was very pleased to have found this resource.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

This could be a series of tags determined by prof.

This is a great way to communicate/model a learning outcome.

Before Common Core.