Principles of Learning
We explored theories of learning, looking back at how learning has been defined throughout history, and then worked on developing our own theory of learning, locating our philosophy of education within the context of learning theory.
Artifacts from this course:
Teaching, Learning and Knowledge: an initial definition
Learning, Teaching and Knowledge: final paper
Lev Vygotsky: a summary of Vygotsky's understanding of teaching, learning and knowledge (scroll down)
Research Methods
We examined different kinds of research, noting characteristics of quantitative, qualitative and action research, and discussed the uses, benefits and shortcomings of each approach. We developed skills in evaluating research, looking at reliability, validity and triangulation. Our final paper was a literature review, as part of a possible future research project proposal.
Artifacts from this course:
Research Project Literature Review
Curriculum Theory
We examined curriculum as it has been defined throughout history, and explored different philosophical approaches to curriculum: curriculum as a body of knowledge; curriculum as product; curriculum as process; and curriculum as praxis. We debated whether curriculum related to simply the learning expectations contained in written curriculum documents; the broader learning experience of school; or everything students experience at school, including the architecture of the classroom and the school, and the organization of time within a school day. We considered the impact of implied and null curriculum, and perused some of the writings of Michael Apple and Joe Kincheloe. We examined curriculum change, and speculated on the future of curriculum in our area of teaching.
Artifacts from this course:
A do-over down under: Australia's new national curriculum
Listening to the crystal ball: the future of the instrumental music curriculum (PowerPoint)
Listening to the crystal ball: the future of the instrumental music curriculum (formal paper)
A summary of Elliot Eisner on curriculum
Reflective Practitioner
We explored various approaches to reflection, narrowing down our definition of meaningful reflection in the process. We then applied our understanding, reflecting on an experience using the principles covered in the first part of the course.
Artifacts from this course:
This portfolio represents a demonstration of learning from this course, as a reflection on learning with a view to continued change.
Curriculum Planning and Implementation
This course extended the work done in Curriculum Theory, considering how changes in curriculum can be effectively implemented. We considered determinants of implementation of innovations, and developed proposals for change in our teaching areas.
Artifacts from this course:
Re-Valuing Music
Facing Impossibilities: Re-imagining Intermediate Music Education
Learning with Technology
This course was structured around the four competencies of technology use (Desjardins, Lacasse, Bélair, 2001): social (communication), informational, epistemological, and technical. The course used a problem-based learning model: for each competency, the instructor presented the background and context; we then collaboratively worked on defining a research question, and worked towards finding answers to the question. I explored the use of technology as a cognitive tool, and the implications for thinking and education; the pedagogical use of specific software, including Edmodo and Socrative; the phenomenon of 'going viral'; information overload; digital citizenship (including the intriguing notion that digital citizenship includes using technology to be a better citizen); and how to get technology into classrooms, including BYOD (Bring Your Own Device).
Artifacts from this course:
Edmodo: a collaborative web 2.0 learning tool (scroll down)
Reflection on the experience of learning and teaching with a problem-based learning model
BYOD - reflection (scroll down)
Online Technology in Education
In this course, we examined online education, as both users and researchers. We considered the implications for education of this model of learning, and explored possible future directions of technology and learning, including the evolution of the internet (Web 1.0, 2.0, 3.0). I focused in particular on student-centered learning.
Artifacts from this course:
Student-Centered Learning: video (scroll down)
Technology and Student-Centered Learning
Students at the Center: blog contributions
Learning Tools
This course was about Web-Based Learning Tools (WBLTs), online applets designed to teach a particular concept, skill, or area of content. We explored a number of WBLTs, collaboratively compiling a list of tools we felt were exemplary. We studied learning theory and design principles, and developed our own evaluation rubric for determining the extent to which a WBLT supports learning. We then created storyboard designs for proposed WBLTs.
Artifacts from this course:
Discussion of WBLTs (scroll down)
Scale Justification Template
The design principles covered in this course relating to consistent page layout and multiple navigational pathways have guided my construction of this website.
Technology and the Curriculum
In this course, we considered a number of learning theories, relating them to our teaching areas. We explored the use of specific technologies in ways that correlated to learning theory. We then considered a number of current and future trends in education involving technology, analyzing them from the viewpoint of learning theory: 21st century skills; MS schools; the flipped classroom; and MOOCs.
Artifacts from this course:
21st Century Schools
Assessing 21st Century Skills
Learning Theories and Music Education - video part 1
Learning Theories and Music Education - video part 2
Audacity - discussion and links to videos (scroll down)
Audacity in the classroom (direct link to video)
How to use Audacity (direct link to video)
GarageBand (video) (scroll down)
GarageBand (paper)
Partnering - discussion and sample unit
MOOCs - discussion (scroll down)
Flipped Classroom - discussion (scroll down)
Portfolio
We explored theories of learning, looking back at how learning has been defined throughout history, and then worked on developing our own theory of learning, locating our philosophy of education within the context of learning theory.
Artifacts from this course:
Teaching, Learning and Knowledge: an initial definition
Learning, Teaching and Knowledge: final paper
Lev Vygotsky: a summary of Vygotsky's understanding of teaching, learning and knowledge (scroll down)
Research Methods
We examined different kinds of research, noting characteristics of quantitative, qualitative and action research, and discussed the uses, benefits and shortcomings of each approach. We developed skills in evaluating research, looking at reliability, validity and triangulation. Our final paper was a literature review, as part of a possible future research project proposal.
Artifacts from this course:
Research Project Literature Review
Curriculum Theory
We examined curriculum as it has been defined throughout history, and explored different philosophical approaches to curriculum: curriculum as a body of knowledge; curriculum as product; curriculum as process; and curriculum as praxis. We debated whether curriculum related to simply the learning expectations contained in written curriculum documents; the broader learning experience of school; or everything students experience at school, including the architecture of the classroom and the school, and the organization of time within a school day. We considered the impact of implied and null curriculum, and perused some of the writings of Michael Apple and Joe Kincheloe. We examined curriculum change, and speculated on the future of curriculum in our area of teaching.
Artifacts from this course:
A do-over down under: Australia's new national curriculum
Listening to the crystal ball: the future of the instrumental music curriculum (PowerPoint)
Listening to the crystal ball: the future of the instrumental music curriculum (formal paper)
A summary of Elliot Eisner on curriculum
Reflective Practitioner
We explored various approaches to reflection, narrowing down our definition of meaningful reflection in the process. We then applied our understanding, reflecting on an experience using the principles covered in the first part of the course.
Artifacts from this course:
This portfolio represents a demonstration of learning from this course, as a reflection on learning with a view to continued change.
Curriculum Planning and Implementation
This course extended the work done in Curriculum Theory, considering how changes in curriculum can be effectively implemented. We considered determinants of implementation of innovations, and developed proposals for change in our teaching areas.
Artifacts from this course:
Re-Valuing Music
Facing Impossibilities: Re-imagining Intermediate Music Education
Learning with Technology
This course was structured around the four competencies of technology use (Desjardins, Lacasse, Bélair, 2001): social (communication), informational, epistemological, and technical. The course used a problem-based learning model: for each competency, the instructor presented the background and context; we then collaboratively worked on defining a research question, and worked towards finding answers to the question. I explored the use of technology as a cognitive tool, and the implications for thinking and education; the pedagogical use of specific software, including Edmodo and Socrative; the phenomenon of 'going viral'; information overload; digital citizenship (including the intriguing notion that digital citizenship includes using technology to be a better citizen); and how to get technology into classrooms, including BYOD (Bring Your Own Device).
Artifacts from this course:
Edmodo: a collaborative web 2.0 learning tool (scroll down)
Reflection on the experience of learning and teaching with a problem-based learning model
BYOD - reflection (scroll down)
Online Technology in Education
In this course, we examined online education, as both users and researchers. We considered the implications for education of this model of learning, and explored possible future directions of technology and learning, including the evolution of the internet (Web 1.0, 2.0, 3.0). I focused in particular on student-centered learning.
Artifacts from this course:
Student-Centered Learning: video (scroll down)
Technology and Student-Centered Learning
Students at the Center: blog contributions
Learning Tools
This course was about Web-Based Learning Tools (WBLTs), online applets designed to teach a particular concept, skill, or area of content. We explored a number of WBLTs, collaboratively compiling a list of tools we felt were exemplary. We studied learning theory and design principles, and developed our own evaluation rubric for determining the extent to which a WBLT supports learning. We then created storyboard designs for proposed WBLTs.
Artifacts from this course:
Discussion of WBLTs (scroll down)
Scale Justification Template
The design principles covered in this course relating to consistent page layout and multiple navigational pathways have guided my construction of this website.
Technology and the Curriculum
In this course, we considered a number of learning theories, relating them to our teaching areas. We explored the use of specific technologies in ways that correlated to learning theory. We then considered a number of current and future trends in education involving technology, analyzing them from the viewpoint of learning theory: 21st century skills; MS schools; the flipped classroom; and MOOCs.
Artifacts from this course:
21st Century Schools
Assessing 21st Century Skills
Learning Theories and Music Education - video part 1
Learning Theories and Music Education - video part 2
Audacity - discussion and links to videos (scroll down)
Audacity in the classroom (direct link to video)
How to use Audacity (direct link to video)
GarageBand (video) (scroll down)
GarageBand (paper)
Partnering - discussion and sample unit
MOOCs - discussion (scroll down)
Flipped Classroom - discussion (scroll down)
Portfolio