OER Resources

Englebart Bootstrapping Innovation


Kulthau Information Search Process

modelofISP https://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

Project Info Lit

Inquiry Bib3 PIL http://projectinfolit.org/

Vectorspaces: The Art of the Link

Inquiry Bib4  http://rampages.us/rovinglibrarian/2014/06/30/the-art-of-the-link-or-how-i-learned-to-stop-worrying-and-love-a-href/

What’s this thing called Digital Identity?

Inquiry Bib7 Digital Identity  http://prezi.com/kg061-khkxjj/what-is-this-thing-called-digital-identity/

Roles and Student Identities in Online Large Course Forums: Implications for Practice

Inquiry Bib8 MOOC Roles  http://www.irrodl.org/index.php/irrodl/article/view/1593/2763?utm_content=buffercc0a0&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

Redesigning Teaching Presence in Order to Enhance Cognitive Presence: A Longitudinal Analysis

Inquiry Bib10 Teaching Presence  http://www.slideshare.net/alexandrapickett/teaching-presence

Cognitive Presence research article :  http://campestre.phipages.com/storage/.instance_12129/assessment_metacognition_in_an_online_community.pdf

50 Questions To Help Students Think About What They Think

Inquiry bib11 50 Questions to promote metacognition  http://www.teachthought.com/learning/metacognition-50-questions-help-students-think-think/

Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development: A short introduction and bibliography  http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html  

Features of a Threshold Concept

  • Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.
  • Troublesome: Threshold concepts are likely to be troublesome for the student. Perkins has suggested that knowledge can be troublesome e.g. when it is counter-intuitive, alien or seemingly incoherent.
  • Irreversible: Given their transformative potential, threshold concepts are also likely to be irreversible, i.e. they are difficult to unlearn.
  • Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.
  • Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.
  • Discursive:  the crossing of a threshold will incorporate an enhanced and extended use of language.
  • Liminality:  the crossing of the pedagogic threshold is like a ‘rite of passage’ (drawing on the ethnographical studies of Gennep and Turner in which a transitional or liminal space has to be traversed; “in short, there is no simple passage in learning from ‘easy’ to ‘difficult’; mastery of a threshold concept often involves messy journeys back, forth and across conceptual terrain. “

Connectivism: Design and Delivery of Social Networked Learning: Three Generations of Distance Education Pedagogy

mobile-devices_medium   http://www.irrodl.org/index.php/irrodl/article/view/890/1663/

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