Monday, December 28, 2015

European Journal of Open, Distance and E-Learning

European Journal of Open, Distance and E-Learning
According to the definition provided by Hewlett (n.d.), open educational resources are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others”. These can include whole courses of open content, textbooks, multimedia, software and any other materials which may be used to teach or support learning such as lesson plans and curricula. There remains some debate about what should qualify as an ‘open’ resource, with some definitions emphasizing open access to resources and others focusing on the affordances for revising and repurposing afforded by open licenses (see Creative Commons, 2013). However, any disagreements tend to be limited to the specific kinds of licenses for educational that are termed ‘open’ and whether they should permit specific forms of re-use (such as only allowing non-commercial re-use).

Thursday, December 3, 2015

Restoring Humanity to Teaching, and Delight to Our Classrooms - Education Week

Restoring Humanity to Teaching, and Delight to Our Classrooms - Education Week
I have resolved to put less self worth into my students’ test scores, and more into the degree of excitement and curiosity I see in their faces each day.
I have made time to find out what my students like about our class, what they don’t, and why. One of the simplest ways to do this is the “Stoplight” activity, where students write one thing they want you to keep doing, one thing they want you to stop doing, and one thing they want you to start doing.
As a result, I took down the behavior chart this year. I have found ways to teach my students to work hard and be kind to one another without resorting to punishments or prizes. Being a teacher is harder now, but it’s better, too.
I love Philip Pullman’s line that “Responsibility and delight can co-exist.”

Monday, November 23, 2015

Google Form Culture of Learning

Moodle MOOC 7 (MM7) takes place from November 1 - 30, 2015 on Moodle for Teachers. The purpose of the MOOC is to connect for instruction and learning, personal and professional development, best practices and challenges involved in teaching with technology.
This is my introduction to the MM7 session on WizIQ.

Friday, November 20, 2015

What is pair teaching? What are its benefits and drawbacks?

 Index Terms—Pair teaching, pair lecturing, team teaching, reflective practice, reflection-in-action, constructive alignment, teacher development.
Pair lecturing enables a more thorough reflection-on-action since the teaching experience is shared with a pair professor. It also allows deeper reflection-in-action, incorporating student interaction into the lecture plan while keeping the assessment methods and the teaching activities affiliated with the course objectives.
A quick search on the phrase “pair teaching “using Google or Scholar gives many definitions.

According to Pair Teaching – an eXtreme Teaching Practice by Roy Andersson and Lars Bendix

Pair Teaching, is working with a partner who can help and support you during some or all of four fundamental values: Feedback, Communication, Respect, and Courage.
Pair Teaching is highly repetitious or frequentative and covers some specific practices. The objective of cooperation is to support the improvement of student learning.
The partner is supposed to help verify the whole process of going through all of the stages of the learning cycle – and carry on doing it.
In the general remarks, we read about the eXtreme Programming concept.
The Pair Programming practice of eXtreme Programming uses the model of a driver, who does the work and takes care of the details, and a navigator, who observes, comments, asks questions, makes suggestions and, in general, takes care of the big picture. Additionally, it recommends switching between the roles of driver and navigator within a pair. There is also the suggestion that taking turns should apply to the practice of Pair Teaching.
The considerable standard definitions of Pair Teaching have absolutely nothing to do with the real setting of teaching in pairs (some of the hits deals with teaching pairs). Pair Teaching is not a well-known and well-defined concept. Searching instead for “team|group|collaborative teaching” gives the impression that these are the words or phrases that are frequently used because of its recurrence popularity.
However, by insisting on the use of Pair, we want to stress the difference between two people solving a task and a group of people building a product (student learning) and for which they might make use of PT or collaborative teaching.
The cost-effectiveness of Pair Programming is observable, in part, because the two activities (writing the code and reviewing the code) are carried out in parallel. In point of fact that there is no tradition of accurate reflection on teaching in PT, we have to rely more on the benefits to justify the added costs of two people presence. Furthermore, the pair will also be able to take care of larger groups than one person.
Teaching a course together seems to have more benefits than drawbacks.
In conclusion, teaching should not be a solitaire activity, but something that is done in pairs. Done the right way, Pair Teaching can bring many benefits that compensate the additional costs.
Some of these benefits are immediate and explicit – like having someone to brainstorm with, someone who can help “sort out” your ideas, the possibility to handle larger groups of students and the ability to step in for each other in the case of absence. However, most paybacks are more long-term benefits.
Alternatively, “hidden” glitches – like communicating information, assuring quality aspects, educating colleagues are significant. It is important to put an accurate value also to these benefits when judging if Pair Teaching is cost-effective or not.
  • Andersson, R., Bendix, L., eXtreme Teaching, in proceedings of 3: ePedagogiska Inspirationskonferensen, LTH, Lund, May 31, 2005.
  • Andersson, R., Bendix, L., Towards a Set of eXtreme Teaching Practices, in proceedings of the 5th International Conference on Computer Science Education, Koli, Finland, November 17-20, 2005.
  • Andersson, R., Bendix, L., eXtreme Teaching – a Framework for Continuous Improvement, to appear in Journal of Computer Science Education, 2006.
  • Beck, K.: Extreme Programming Explained – Embrace Change,  Second Edition, Addison-Wesley, 2005.
  • Boyer, E., L., Scholarship Reconsidered. Priorities of the Professoriate, The Carnegie Foundation, 1990.
  • Hedin, G., Bendix, L., Magnusson, B., Teaching eXtreme Programming to Large Groups of Students, Journal of Systems and Software, January 2005.
  • Kolb, D. A., Experiential Learning: Experience as the Source of Learning, Prentice-Hall, 1984.
  • Pair teaching in preservice teacher education P Medgyes, E Nyilasi - Foreign Language Annals, 1997 - Wiley Online Library
  • Medgyes, P. and Nyilasi, E. (1997), Pair Teaching in Preservice Teacher Education. Foreign Language Annals, 30: 352–368. doi: 10.1111/j.1944-9720.1997.tb02358.x

Tuesday, November 10, 2015

I have been teaching for over 40 years.
In my view, teacher training courses are crucial for improving my teaching. I have been participating in many of them. As a lifelong learner, I feel I need to make a statement that it has always been a challenge, pleasure and a great fulfillment.
I have learnt a lot.
Nowadays I am doing some online courses for Teachers.