Showing posts with label study. Show all posts
Showing posts with label study. Show all posts

Wednesday, 20 November 2013

Are you a connected learner?

A quick-reference list of the qualities and actions of a connected learner:

  1. Mindful of others’ beliefs and interests

  1. Able to step back from conflict and reposition debate

  1. Share what you find useful

  1. Adopts essential technical and hardware skills for interactivity and participation

  1. Updates knowledge of appropriate software and other interfaces

  1. Distinguishes between more and less relevant or reliable sources

  1. Builds networks

  1. Increases valued connections

  1. Foster community development

  1. Joins and connects in order to make meaning

  1. Filters and selects information

  1. Asks difficult questions

  1. Explores the opportunity to rethink

  1. Pushes solutions beyond initial proposal

  1. Fosters appreciative inquiry

  1. Open to new ideas rather than aloof and disengaged

  1. Takes delight in having a responsibility for the direction of your learning

  1. Values learning with and through others

  1. Enjoys the shared activity of creation

  1. Thrives on a healthy culture of collaborative critique

  1. Explores opportunities for distributed or shared leadership roles

  1. Discontented with the traditional status quo

  1. Constantly re-shaping and up-grading his or her skills base

  1. Thoughtfully reads and listens

  2. Suspends judgment in order to ponder paradox and contradiction

Dr Ian McCormick is the author of The Art of Connection: the Social Life of Sentences
(Quibble Academic, 2013)

Further Reading

Connected Learning: An Agenda for Research and Design 

Anderson, Terry, and Jon Dron. "Three generations of distance education pedagogy." The International Review of Research in Open and Distance Learning 12.3 (2010): 80-97.

Bell, Frances "Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning", International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011,

Carson, Stephen and Jan Philipp Schmidt. The Massive Open Online Professor. Academic Matters: The Journal of Higher Education, May 2012.

Dawley, Lisa. "Social network knowledge construction: emerging virtual world pedagogy." On the Horizon 17.2 (2009): 109-121.

Downes, Stephen "'Connectivism' and Connective Knowledge", Huffpost Education

Downes, Stephen. "Learning networks and connective knowledge", Instructional Technology Forum, 2006

Kop, Rita, and Adrian Hill. "Connectivism: Learning theory of the future or vestige of the past?." The International Review of Research in Open and Distance Learning 9.3 (2008).

Kop, Rita "The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course", International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011

McLoughlin, Catherine, and Mark JW Lee. "Future Learning Landscapes: Transforming Pedagogy through Social Software." Innovate: Journal of Online Education 4.5 (2008): n5.
McLoughlin, Catherine, and Mark JW Lee. "Mapping the digital terrain: New media and social software as catalysts for pedagogical change." Ascilite Melbourne (2008).

McLoughlin, Catherine, and Mark JW Lee. "The three p’s of pedagogy for the networked society: Personalization, participation, and productivity." International Journal of Teaching and Learning in Higher Education 20.1 (2008): 10-27.

Ravenscroft, Andrew. "Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning." The International Review of Research in Open and Distance Learning 12.3 (2011): 139-160.

Siemens, George. "Connectivism: A learning theory for the digital age." International Journal of Instructional Technology and Distance Learning 2.1 (2005): 3-10.

Siemens, George. "Connectivism: Learning theory or pastime of the self-amused." Retrieved February 2 (2006): 2008.

Sunday, 12 August 2012

SMART Revision Planning for Exams - 16 Tips

You have probably come across the SMARTER model as a way of organising a project. 

It works like this

S          Specific
            Significant, Stretching, Simple
M         Measurable
            Meaningful, Motivational, Manageable
A         Attainable
Appropriate, Achievable, Agreed, Assignable, Actionable, Ambitious, Aligned, Aspirational, Acceptable, Action-focused
R          Relevant          
Result-Based, Results-oriented, Resourced, Resonant, Realistic
T          Timely
Time-oriented, -framed, -based, -bound, -Specific, -tabled, -limited,
Trackable, Tangible
E          Evaluate, Ethical, Excitable, Enjoyable, Engaging, Ecological

R          Reevaluate, Rewarded, Reassess, Revisit, Recordable, Rewarding

In order to apply these practical strategies to your revision work for exams, I would also recommend:
  1. Short blocks of time for work
  2. A balanced workload between all subjects means variety 
  3. Days off work for leisure
  4. Writing down a list of reasons to be motivated
  5. Rewarding yourself for doing the hours planned
  6. Not starting to revise too late
  7. Summarising your notes
  8. Creating Mindmaps or other visualizations
  9.  Devising your own mnemonics or memory games
  10. Reading past exam papers
  11. Ensuring that you know what the examiners are looking for
  12. Doing timed answers and exercises
  13. Trying out model opening and closing paragraphs for essays
  14. Learning about 50 impressive words to use in discussions, arguments, or concepts
  15. Working with your teachers to explain what's not clear
  16.  Working with friends collaboratively in teams
  17. Good luck!
Further Information

Dr Ian McCormick is the author of The Art of Connection: the Social Life of Sentences
(2013) Also available on Kindle, or to download.

Also worth a look: The PhD Roadmap: A Guide to Successful Submission of your Dissertation / Thesis.

Dr Ian McCormick's other recent publications include chapters on Romanticism and Gothic Literature inThe English Literature Companion, edited by Julian Wolfreys  (London and New York: Palgrave Student Companions 2011).

His chapter on 'Teaching and Learning Strategies' was published as an Appendix to The Eighteenth-Century Literature Handbook, edited by Gary Day and Bridget Keegan (London and New York: Continuum, 2009). It is is available for free online (download the pdf) but you will need to complete a very straightforward and short registration.