User:Vtaylor/Education innovation

• self-initiated inquiry, exploration, choice
• R2D2 -Read, Reflect, Display, and Do - Bonk

• individual kids - prior knowledge, skill, interest, motivation, information connections,
• system - requirements, assessment methods, stakes, feedback
• common core ? even less flexibility, individualization / personalization
• learning objective / demonstration

• time spent waiting, unproductive - others to finish, be quiet for whole group instructions
• waste paper - print copies for everyone, not used by any, trash not recycle
• completely prescribed activity - follow these instructions, some have questions, additional info to go with - just do this, no real understanding of theory, activity only
• wonder - why? what if? - don't see much curiosity, lots of explanations, answers
• trivia - guesses, don't listen for same answer preciously given and wrong ?? time for activity so long kids loose interest, what will get it over
• quiet - everyone waits for bad behavior, most compliant have to be good longest but get restless

• Read, Reflect, Display, and Do (R2D2) .pdf. During the summer of 2008, a book, Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing, was published which summarized many Web-based instruction opportunities related to the R2D2 model. This book describes 100+ online learning activities (25 ideas for each of the four quadrants of the R2D2 model) as well as variations, objectives, advice, and descriptions for each one. In addition, with each suggested activity, there are indices for the degree of risk, time, and cost. The duration of the activity and degree of learner-centeredness are also noted. Low-risk, low-time, low-cost activities can go a long way in overcoming hesitant or resistant instructors. And there are plenty of those in the R2D2 book. [1]

• TEC-VARIETY The ten key motivational principles of this model are tone, encouragement, curiosity, variety, autonomy, relevance, interactivity, engagement, tension, and yielding products. - framework for online motivation and retention online called

Nine Questions for Evaluating Education Innovation

Pedagogy

• Clarity and quality of intended outcome (is it clear what the learning outcomes are? How are they measured?)
• Pedagogy itself (What research is it based on? Has it been applied successfully elsewhere?)
• Quality of assessment platform (How detailed is it? Does it offer actionable insights?)

System Change

• Implementation support (How does the provider support technology and teachers?)
• Value for money (What are the cost savings for the school? Are there hidden costs?)
• Whole system change potential (Can it scale virally and laterally across teachers and schools? Does this require extensive management from the center?)

Technology

• Quality of user experience/model design (How easy is it to use?)
• Ease of adaptation (Is it accessible via different devices and means?)
• Comprehensiveness and integration (How does the technology integrate with the learning environment in the classroom?)