Virtual classroom modules and tests could provide a basis for teacher candidates to understand their own beliefs: A student walks into class late. What do you do? Choose from one of the options below or choose Other. Why did you choose this option? Analytical programs can provide powerful tools of insight to teacher candidates about their initial assumptions and beliefs, and give an opportunity for supervising Faculty to get to know their students in-depth. These could start as simple questionnaires as existing technology allows, and develop into full virtually-reality simulations with intelligent interactions, (moving forward AI). Special experiential classes could be conducted by passionate education faculty members, using the entire cohort with interactive classes using 2.0 learning technology applications such as Learning Catalytics, or more traditional modes of presentations, team-teaching series, colloquiums, and special topics seminars. Teacher candidates can have a chance to teach a group of their peers by submitting proposals for Faculty approval, in order to call candidates to a Class. Another variant would see candidates have an opportunity to test their lesson designs in an online forum, or for experiential learning, on Design Days, where cohorts would take turns leading one another in experimental lessons. Instructional design can be adjudicated by the peer teams, or a made of peers in a ‘committee’ specialization (art, music, social studies) and appropriate experts on the subject (faculty, community members such as aboriginal elders, etc). The learning commons could also provide collaboration tools and a place to showcase ‘online’ preliminary instructional design, or existing best instructional design to learn from or critique. To this end I created a Social Studies Cohort Skydrive account for cohort collaboration and sharing, which has shown some surprising results. I invite you to check out these on my BEd page, ‘research’ .
Virtual classroom modules and tests could provide a basis for teacher candidates to understand their own beliefs: A student walks into class late. What do you do? Choose from one of the options below or choose Other. Why did you choose this option? Analytical programs can provide powerful tools of insight to teacher candidates about their initial assumptions and beliefs, and give an opportunity for supervising Faculty to get to know their students in-depth. These could start as simple questionnaires as existing technology allows, and develop into full virtually-reality simulations with intelligent interactions, (moving forward AI). Special experiential classes could be conducted by passionate education faculty members, using the entire cohort with interactive classes using 2.0 learning technology applications such as Learning Catalytics, or more traditional modes of presentations, team-teaching series, colloquiums, and special topics seminars. Teacher candidates can have a chance to teach a group of their peers by submitting proposals for Faculty approval, in order to call candidates to a Class. Another variant would see candidates have an opportunity to test their lesson designs in an online forum, or for experiential learning, on Design Days, where cohorts would take turns leading one another in experimental lessons. Instructional design can be adjudicated by the peer teams, or a ‘committee’ made of peers in a specialization (art, music, social studies) and appropriate experts on the subject (faculty, community members such as aboriginal elders, etc). The ‘online’ learning commons could also provide collaboration tools and a place to showcase preliminary instructional design, or existing best instructional design to learn from or critique. To this end I created a Social Studies Cohort Skydrive account for cohort collaboration and sharing, which has shown some surprising results. I invite you to check out these on my BEd ‘research’ page, .
ruck1mb_-Teachnology-marked2.docx