absolutwillie

Tag: #EngCS

  • Mapping semantics: What a brain dictionary looks like

    [youtube https://www.youtube.com/watch?v=k61nJkx5aDQ&w=560&h=315]


    “Where exactly are the words in your head? Scientists have created an interactive map showing which brain areas respond to hearing different words. The map reveals how language is spread throughout the cortex and across both hemispheres, showing groups of words clustered together by meaning. The beautiful interactive model allows us to explore the complex organisation of the enormous dictionaries in our heads.” (Nature Video, 2016)

    Explore the brain model for yourself here: http://gallantlab.org/huth2016 

    Read the paper here: http://www.nature.com/doifinder/10.10…

  • [Teaching] New lesson plan format

    STUDENT:   ____________________________
    PROGRAMME:  ____________________________
    LEARNING OPPORTUNITY SCHEME
    DATE:      ________________________
    SCHOOL: ________________________
    GRADE:   ________________________
    LEARNING AREA/SUBJECT: _________________________________________
    FOCUS OF THE LESSON:
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    GENERAL OUTCOME:
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    SPECIFIC LEARNING OUTCOMES
    ASSESSMENT OF OUTCOMES
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    By the end of this phase/ lesson learners will have (demonstrated) …
    CONTENT, METHOD AND MEDIA
    List of materials and media required.
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    Student’s reflective comment:
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    Lecturer’s comments:
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    DATE:
    LECTURER’S SIGNATURE:
    MARK OBTAINED:
     

  • ADA SS2017 – Day 5: Personal project update

    A brief documentation of progress on my personal project.

    ADDIE Process

    Academic resource consulted

    The Five Resources of Critical Digital Literacy: A framework for curriculum integration, Hinrichsen & Coombs (2013)

    My project

    Follow the link to see what I’m attempting to do with one of my module frameworks: #EngCS in 2017. (I might restrict access to members of this year’s PGCE class later on.)

  • [Teaching] Curriculum and Assessment Policy Statement

    For ease of access, I’ve shared virtual copies of the following National Curriculum Statement documents here:

    Keep them on hand in whatever format you feel most comfortable with.

  • ADA SS2017 – Reflection: Day 2

    As before, some preliminary notes (PNI) to structure my thinking:

    P – Curation of a professional profile (in the context of multiple digital identities). ADA WiFi is Mac-friendly now 🙂 ADDIE design in terms of our personal projects helped clarify considerations and practicalities of what we plan to do and how.

    N – Networking do’s and dont’s – especially when it comes to open digital scholarship – needs deeper exploration. How does what we share influence the ownership/novelty/value of our scholarly work? (Dissertations/articles in terms of University requirements and journals?)

    I – Creating digital content and the services available to us at our institutions.

    Reflection:

    Content Reflection: Day 2 class work focused on design based thinking in terms of our projects. Working on our planning using the ADDIE framework helped make my personal project (#EngCS in 2017) seem more achievable. Guest speakers reminded us of the importance of clear, focussed and deliberate work in different aspects of our output.

    Process Reflection: Caring about my group members’ projects, as well as my own, allowed for constructive contribution to each other’s planning. I would not have thought of everything on my own, and I believe my project only gained from the exercise.

    Critical Reflection: The way in which we present ourselves, and react to each other (even subconsciously) sends out strong messages to the people around us. Try to apply the same development and curating principles for our “digital personas” to our “real-world” [inter]actions.

  • ADA SS2017 – Day 2: Class notes

    The ADDIE design process

    Introduction to design processes (reminds me of Design Based Research).
    About the ADDIE model: http://www.instructionaldesign.org/models/addie.html


    Preliminary image search:

    Resource creation design process

    Name of resource (it must be catchy!): #EngCS in 2017
    Type of resource: Module framework
    Rationale for resource: To guide and structure teaching and learning in/of the module.
    Team members: Willie Knoetze [FWMK] and Christa van der Walt [CvdW]

    Analyse:
    What problem/ need/ opportunity to we want to address? | Who, is our audience? | What are our outcomes? | What is our itch?
    1. Opportunity: To update the PGCE programme’s English Curriculum Studies module, to be presented at Stellenbosch University during 2017.
    2. Audience: PGCE students and facillitators of the specific module.
    3. Outcomes: User friendly, printable module framework that is easily accessed, navigated, annotated, modified and used.
    4. Itch: Digital enculturation for preservice teacher trainees.
    Design:
    What is our dream (goal) with this resource (the Blueprint) | What is the feeling this resource should evoke? | What will we make? | Storyboard, Script, Shot list | Importance of narrative (Beginning, middle, end (or “the twist
    1. Goal: To provide an interactive, curated and up-to-date module outline, programme of work, and an updatable database of resources.
    2. Evoke feelings of confidence and reliability.
    3. Make a framework hosted on the Blogger platform (easy to update, allows comments).
    Develop:
    How will we make it? | What tools will we use? | Who will do what? | What skills do we still need? | How much will it cost? | How will we make sure we are following universal design principles?
    1. Tools: Blogger 
    2. Roles: Set-up and delivery (FWMK); Moderation (CvdW); Maintenance (FWMK, CvdW) 
    3. Skills needed: Framework- and course-design training/guidance. 
    4. Cost: Free hosting, free access, Cost of Time. 
    5. Universal Design Principles: Iterative design process (formative feedback)
    Implement:
    Where will it live? | Who will put it there? | Deadline: How long will it take to create?
    1. Where: Google Blogger platform
    2. Who: FWMK
    3. Deadline: 20 January (Working draft)
    Evaluate:
    Make it, break it, shake it | How will we know if it is good? | Who will tell us? |  Plans for iterative formative feedback | Plans for summative feedback
    1. Pilot/moderate: CvdW
    2. Iterative, formative feedback: CvdW et al.; PGCE 2017 EngCS students
    3. Summative feedback: PGCE 2017 EngCS students
    Resource Template available at: http://bit.ly/epeworkshop3
    (source: http://bit.ly/epeworkshop3 cc: BY NC @ JP Bosman & Wim van Petegem)
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    Class work

    Questions re: Personal Project (#EngCS)
    1. Pitfalls in module design?
      1. Guidance on time allotted to task (How much time should we spend on this?)
      2. Physical attendance compulsory.
    2. Expectations of an online module outline?
      1. Students may expect it to be an online course and not attend class!!
      2. Opportunity to contribute content from class/work.
    —————————————————————————————————————–

    Guest Speakers


    @christinebombal: Writing for different platforms/audiences.

    Christina Harvett: Infographic tool (intro) www.easel.ly
    – Infographics in Education (downloadable easel.ly resource)