46 Matching Annotations
  1. Last 7 days
  2. slate.sheridancollege.ca slate.sheridancollege.ca
    1. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.

      Because Hypothes.is is not integrated with SLATE, the user must sign in or create an account to annotate the page. Also, when integrated, I believe users can annotate PDFs, which I don't think is possible. Hypothes.is is added to this page through a code snippet.

  3. Oct 2019
  4. deutsche-h5p-uebersetzungscommunity.tk deutsche-h5p-uebersetzungscommunity.tk
    1. H5P SCORM Packager

      A utility to package an H5P file as a SCORM 1.2 zip.

  5. Sep 2019
    1. I spent considerable time, recently, in Detroit schools,and saw little constructivist pedagogy of the psychological variety in theseclassrooms. I also spent time in Ann Arbor, Michigan, schools and found aconsiderable emphasis on constructivist pedagogy

      Virginia Richardson's discussion of teachers in Detroit and Ann Arbor in following.

      Possible antidote to "Matthew Effect."

    1. we are expanding hands-on, experiential learning for workforce skill-building. This includes a system-wide micro-certification platform that enables credential pathway-building for employment. Our efforts will scale for the benefit of all Ontario institutions.

      A micro-certification platform from eCampus Ontario...pathways!

    2. This fall, we will bring province-wide availability of transcription and captioning, AR/VR, and open LMS technologies that will provide our members with greater choice and customization for their local contexts.

      Transcription and Captioning and an open LMS from eCampus Ontario.

  6. Jul 2019
  7. Mar 2019
    1. When Alperin introduces the tool to other instructors, he emphasizes three benefits for students: it fosters greater participation; it encourages students to “read closely, without skimming, all the way to the end”; and it exposes less experienced students to examples of how others read closely.

      Three benefits of using Hypothes.is for students.

  8. Feb 2019
    1. Captions usually appear as white text on a black background because this is agood combination for visibility.

      White text on a black background.

  9. Aug 2018
    1. The only time I think I ever got an A on a book report was because I did a book report on Gordie Howe.

      Wayne Gretzky on being a student

  10. Jul 2018
  11. olc-wordpress-assets.s3.amazonaws.com olc-wordpress-assets.s3.amazonaws.com
    1. As of fall 2016, there were over 6.3 million students taking at least one distance education course, comprising 31.6% of all higher education enrollments (Seaman, Allen & Seaman, 2018).

      31.6% of all higher education enrollments were distance education

    1. The online readiness survey tested in this study was representative of the majority of such screening surveys currently used across the U.S. However, neither the whole survey score, nor individual questions, nor various factors extracted using principal component factor analysis were significant predictors of differential online versus face-to-face successful course completion. This demonstrates that this particular online readiness survey, and likely others that are similar to it, do not have any predictive validity in identifying students who are at higher risk in the online environment. In particular, student characteristics commonly obtained from institutional research departments were better predictors of differential online versus face-to-face performance.

      No predictive value for student online readiness surveys. Can dissuade for no reason.

  12. May 2018
    1. Respondus currently does not allow users to download a Quiz or Question Collection that uses sections from the Learning Environment. Workaround: Move the questions out of the section to the root of the Quiz or Collection.

      Respondus error

  13. Jan 2018
    1. A common misconception regarding “constructivist” theories of knowing (that existing knowledge is used to build new knowledge) is that teachers should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This perspective confuses a theory of pedagogy (teaching) with a theory of knowing. Constructivists assume that all knowledge is constructed from previous knowledge, irrespective of how one is taught (e.g., Cobb, 1994) —even listening to a lecture involves active attempts to construct new knowledge.

      Confusing a theory of pedagogy with a theory of knowing is a common misconception regarding "constructivist" theories. If you have this misconception, you may be at risk of demonstrating how prior knowledge can block or filter new information.

  14. Dec 2017
    1. negative correlation

      Negative correlation between instructor posts and student posts.

  15. Nov 2017
    1. The torrent of open education resources currently available – including full MOOC courses, allows individuals or teachers to enhance and personalize their learning by using a variety of different content and learning activities.

      MOOCs are not an open education resource in terms of their permissions and ability to remix and reuse, generally speaking.

  16. Oct 2017
    1. Alan Baddeley, posits a split in working memory between a visuo-spatial sketchpad that processes symbolic information and a phonological loop that processes verbal information.

      "[The phonological loop] is assumed to comprise two components, a phonological store that can hold acoustic and speech-based information for 1 to 2 seconds, coupled with an articulatory control process, somewhat analogous to inner speech. This system serves two functions; it can maintain material within the phonological store by subvocal repetition, and it can take visually presented material such as words or nameable pictures [emphasis added] and register them in the phonological store by subvocalization." A quote from Baddeley (1992) that Mayer/Moreno use as a reference but indicates that visually presented material is also processed through the phonological loop.

    2. Paivio (1991) posits a split in working memory between verbal, including printed or spoken words, and non-verbal elements, including visual objects or environmental sounds and other sensorimotor impressions.

      Paivio's conception thus supports "dual coding" theory, which is widely supported, and should not be confused with the dual channel theory.

    3. Likewise, Penney (1989) observed a difference in short-term retention of information either seen or heard. Her separate-streams hypothesis, however, only identifies a difference between the modalities that lasts only seconds in a sensory store.

      "In spite of the large and robust effects of presentation modality, found in short-term memory tasks, there was no evidence of any permanent effects on learning, and modality effects in long-term memory tasks were conspicuously absent" (Penney, 1989, p. 398)

    1. all videos used in the classroom must be captioned

      What is the source for this statement?

    2. permission from the copyright holder is required in order to add captions to the video

      This statement could include more nuance. Large publishers have successfully sued volunteer, third-party translators because that act was actively damaging their market for their release of translated versions. But a third-party caption available on an Intranet (of perhaps limited duration) for a public video that is used for accessibility purposes would most likely meet "fair use" or "fair dealing" criteria. To my knowledge, there has been no litigation under those protections in North America. Perhaps faculty should be cautioned about the lack of legal clarity about the issue, so the less risk-averse of them can consider the issue fully. Having said that, seeking permission would still be the recommended first step.

    1. UDL Tips

      Mixing explanations of UDL and accessibility often lead to a watered-down version of each. Here, there is little discussion of the philosophy behind UDL, just a definition and then a list of tools that are barely relevant to UDL. Even when a recommended practice is mentioned, such as supplying digital copies of presentations ahead of time, no purpose is given. So, if one knew nothing about UDL before reading this section, one would likely not come away with any clear idea as to what it is or think that it is about technology adoption. I think it could be dropped.

    2. UDL.

      The video below on "Making Sense of Universal Design for Learning" is not closed captioned.

    3. Accessible Classroom Presentations

      The first presentation "Accessible APA presentation" has extra animations that do not work with a screen reader. The screen reader reads all the slide content, regardless of animations. Then, the user has to press "Enter" several times to get through the animations to the next slide.

  17. Sep 2017
    1. This isn’t as simple as flipping a classroom or two.

      This is an odd statement to make in an article about CBE. I don't see the relationship between flipping classes and CBE, so it makes me wonder if I am defining CBE properly. For me, CBE is measuring a series of competencies and focusing education on the areas that are lacking (an endeavor that I am generally skeptical about in terms of how well and how reliably those competencies are being measured and demonstrated). Conceptually, it is a difficult sentence to wrap my head around and had me trying to make sense of it in relation to the whole.

  18. Jul 2017
    1. learning much more quickly and easily than knowledge we have never learnt

      A benefit of recall.

    2. we think we’ve forgotten most of it

      An argument that we hear often from proponents of problem-based learning (or whatever "constructivist" method you prefer to call it). However, I don't recall any more facts from any projects I did as a youth than I do from "traditional" learning.

    3. the ability to transfer what has been learnt to other contexts

      I think this use of "transfer" would be the "direct application" concept of transfer as opposed to Schwartz and Bransford's "preparation for future learning" concept of transfer (pp. 9-10

    1. the Sheridan community

      Just leaving a secret message for anyone using hypothes.is in the Sheridan community. If you see this message, you may have won a prize!

  19. Apr 2017
    1. Playful. Interactive. Creative.

      Peter was here being playful, interactive, and creative!

    1. Let’s accept for the sake of argument that the parts of ACT-R I described in the last section accurately reflect the way we learn to perform all sorts of complex thought work. If so, then any learning process under that umbrella would have some common, recognizable moments, regardless of the content being learned. Here are a few:

      This seems purposely vague. "Let's accept," "parts," "a few." The "few" recognizable moments appears to leave out the retrieval of accurate, pertinent, declarative knowledge to emphasize procedural knowledge.

    1. Studies that compare feedback to not giving feedback generally find improvements with feedback—sometimes small but oftentimes quite substantial improvements (Butler, Karpicke, & Roediger (in press for 2008a, submitted for 2008b); Pashler, Cepeda, Wixted, & Rohrer, 2005; Brosvic, Epstein, Dihoff, & Cook, 2005; Kang, McDermott, & Roediger, 2007; Karraker, 1967; Kulhavy & Anderson, 1972; Kulhavy, Yekovich, & Dyer, 1976; Surber & Anderson, 1975; Sturges, 1978; Clariana, Ross, & Morrison, 1991; Webb, Stock, & McCarthy, 1994).

      Research on effectiveness of feedback versus no feedback from Will Thalheimer @WillWorkLearn

  20. Mar 2017
    1. Playful. Interactive. Creative.

      Peter was here being playful, interactive, and creative!

    1. Nothing more demotivating than a long list of resources that may or may not be helpful especially since knowledge about eLearning is quite varied. A brief description of each resource would help.

  21. Feb 2017
    1. Usually, learning immediately after training is so unstable that it can be disrupted by subsequent new learning until after passive stabilization occurs hours later

      Very interesting point about passive stabilization in memory formation.

    1. Welcome to SheridanH5P!

      Welcome Hypothes.is user from Sheridan College! It's too bad our site has to be locked.

  22. Dec 2016
    1. You can bask in the glory of happy, engaged and achieving online students. This book explains and explores e-tivities, the name I give to frameworks for enabling active and participative online learning by individuals and groups. E-tivities are important for the online teaching and learning world because they deploy useful, well-rehearsed principles and pedagogies for learning as well as your choice of networked technologies.

      This book is fine

    1. Accepts the moral and ethical responsibility inherent in practice

      I'm not clear on this wording. It's just seems like a complicated way of saying the other things that come after but are much more specific and clear. "Practice" used in this way also makes me think this statement has some form of pseudo-Marxist subtext about theory and praxis.

  23. Aug 2016