Methopedia (Einträge über method)

SnapChat-Story

Peter Koppatz — Sat, 30 Sep 2017 05:36:56 GMT

Snapchat-Story

Image von Dejan Mihajlovic (Access: 31.10.2017)

Kurzbeschreibung

Alle Mittel zur Erstellung von Video-Inhalten oder Podcasts sind erlaubt.
Die Ergebnisse werden über einen Snapchat-Kanal an alle Beteiligten gesendet.

Kontra

Aufwand für die Produktion beachten (geht vielleicht auch einfacher)
Wenn die Lerngruppe sich gleichzeitig im einem Klassen- bzw. Schulungsraum trifft, ist die Nutzung des Service für die Präsentation eventuell überflüssig
Das Urheberrecht, bezüglich der Nutzung von fremden Bild- und Tonmaterial muss beachtet werden.

Pro

Gute Unterstützung des Konzepts "Learning by Doing" kombiniert mit vielen andern Kompetenzen.

Andere Meinungen

Pro und Kontra Blog -- PETERJOCHUM und Blog von DEJAN MIHAJLOVIC

Benötigte Tools und Materialien

Smartphone
Computer

Beispiele und Links

https://de.wikipedia.org/wiki/Snapchat
Siehe Links unter Pro und Kontra

PSI: https://psi.methopedia.eu/learning-activity/snapchat-story

5 Steps to Identify a Problem

Peter Koppatz — Thu, 12 Nov 2015 05:36:56 GMT

5 Steps to Identify a Problem

Image by Lincolnian (Brian) (retrieved on 01.10.2009)

Short description

This simple activity helps to define a problem (identify its roots, reasons) and propose a solution. It is particularly useful when working with groups.

Process description

The group should work for at least 2 hours, so they can complete all 5 steps.

Step 1:

Define the purpose clearly. What do I want to achieve? What will be the benefits? Is it possible to have multiple solutions?

Step 2:

Analyze the actual situation objectively. What are the pros and cons, advantages and disadvantages?

Step 3:

State the problem. What hinders reaching the goal?

Step 4:

Identify the symptoms and root causes. What is the source of the problem and what are its symptoms?

Step 5:

Provide a solution.

Required resources

Big and small sheets of paper, markers (different colors), pens.

Examples

Goal: I want to be healthy.
Situation: I work 14 hours a day, Monday through Saturday. I exercise 3 hours a week. I eat healthy foods.
Problem: I get colds very often.
Root cause: Fatigue lowers the effectiveness of my immune system.
Symptoms: Headache and low productivity.

Meta-Data

One may also use MindManager or FreeMind as an alternative for resources? -- Margit Scholl

PSI: https://psi.methopedia.eu/learning-activity/5-steps

Before, during and after

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Before, during and after

Image by Mike Vogt (Access: 15.12.2009)

Short description

It's a very useful technique if you want to learn about course participants' expectations concerning a course, what they bring to the course (pre-existing knowledge), what they want to gain during the course, what's their motivation, etc. Such information can help you in designing and facilitating the course. Most preferably, the technique is used during the first course meeting.

Process description

First of all, you should email learners with instructions for the activity.
Post a discussion topic on the learning platform with the following questions (and any other that you find useful):
- What skills and/or knowledge related to the course topic do you have at this time?
- What do you want to learn during this course?
- How will you determine whether this course has been successful for you?
Motivate each participant to give his/her responses to the questions in the discussion forum.
You, as a facilitator, should review all the posting, give your comments, explain basic principles of the course and comment on how they could meet the participants expactations.
Other participants can review and comment on other participants responses - there could be a discussion.

Required resources

online asynchronous discussion board
access to email

Examples

None

Comments

The activity can be done in groups - each group providing collaborative response to all the questions.

The description of the activity was prepared on the basis of R. Watkins's "75 e-learning activities".

PSI: https://psi.methopedia.eu/learning-activity/before-during

Blogging

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Blogging

Image by ~C4Chaos (Access: 01.10.2009)

Short description

A blog is a type of website, usually maintained by an individual almost like a diary or portfolio. In the blog the author comments or describes events or material such as videos or pictures. The posts are most often displayed in reverse-chronological order (wikipedia 2009). Writing the blog everyday learners reflect on small learning results in relation to the bigger goal of the curriculum and thus learn how to learn (O'Donnell 2006: 17).

Literature:

O'Donnell, M (2006) Blogging as Pedagogic Practice: Artefact and Ecology in Asia Oacific Media Educator, Issue No. 17, Dec. 2006

Process description

To make learners reflective of their own thinking (Crook et al. 2008: 32) the following process is suggested:

At least 1/2 hour everyday is reserved for blogging in the classroom. The learners is asked to blog on what they learned that day, what they want to learn better and how they will reach this goal.
After blogging every student is asked (on class) to mention some of the things he or she wrote in the blog. It is discussed how he or she can reach the learning goal.
The learners is continuously encouraged to comment on each others blogs.

Literature:

Crook, C. (2008) Web 2.0 Technologies and Learning at Key Stages 3 and 4: Summary Report in BECTA

Required resources

Computer and softwareprogram for blogging (find them at: www.blogspot.com and www.thoughts.com).

Examples

Comments

None

PSI: https://psi.methopedia.eu/learning-activity/blogging

Course SWOT

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Course SWOT

Image by bangdoll@flickr (Access: 12.11.2009)

Short description

The course SWOT gives the facilitator opportunity to get the essential information about the course and the participants' feelings, attitudes and opinions. Knowing this, the facilitator can improve his/her materials and ensure the success of learners in the online course. The activity can be useful whenever the facilitator wants to receive some feedback on the course materials, activities, resources, assignments, etc.

Process description

The facilitator sends emails with the information about the activity.
Learners are divided into groups of four.
Learners in each of the groups work together to identify Strengths, Weaknesses, Opportunities, and Threats to their success in the course (analyzing a chosen element of the course).
Each of the groups posts their SWOT analysis to the discussion forum.
The facilitator comments on the results of the activity and/or can initiate discussion of all participants.

Required resources

discussion forum (if it's online)

Examples

Comments

Although some feedback can be negative, the facilitator should motivate learners to use constructive criticism while preparing SWOT analysis.

Reflection

SWOT analysis can be used for any course or workshop, not only online, as well as other activities. (Robert Brenstein)

PSI: https://psi.methopedia.eu/learning-activity/swot

Delegation

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Delegation

Photo by Regina Kaute/PIXELIO (Access: 28.09.2009)

Short description

Delegation involves transferring the power to decide and assign tasks from one person to another. This is a special form of division of labor, where the leadership responsibility remains with the person delegating but the responsibility for action is given to someone else.

Process description

For the person delegating:

Please verify to what extent you really want to delegate.
Divide your tasks into less and more important ones.
Define the tasks clearly.
Think who would be best for taking on the given task.
Inform the person you want to delegate a task to as early as possible.
Provide them with the necessary information.
Coordinate the delegated tasks.
Ask for a progress report on the delegated tasks without limiting the ability for self-determined actions and decisions.
Use delegation as a means to motivate and empower others.
Make sure people you delegate to get the required training to be able to accomplish the task.
Delegate early on and for a longer time period. You should delegate similar tasks to the same person.
Pass on complete tasks not just partial tasks.
Avoid delegating one task to two people.
Ask whether the people you want to delegate a task to are willing and able to take it on.

For the person taking on the task:

Inform the person who delegated the task to you in regular intervals and thoroughly about to what extent objectives have been reached and let them know about successes and problems.
Ask for objectives, milestones, conditions and the specifics of the tasks.
Obtain the required authorisations, also financial ones in order to be able to act independently.
Talk about existing problem as soon as they arise and ask the person you delegated the task to you for support.

Required resources

Depends on the delegated tasks.

Examples

https://www.mindtools.com/pages/article/newLDR_98.htm

Comments

Delegating tasks helps to manage time better and supports others to develop their capabilities and motivation.

PSI: https://psi.methopedia.eu/learning-activity/delegation

Directed Paraphrasing

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Directed Paraphrasing

Image by bubbo.etsy.com (Access: 05.04.2011)

Short description

Directed Paraphrasing is a technique that allows the teacher to assess the degree to which the student understands the topic, information, reading, lab, or problem that the class is studying. It is more complicated than simple paraphrase because the teacher assigns the audience to whom the student must speak/write.

Process description

Assign the topic, idea, problem, concept, etc to be paraphrased.
Assign a particular audience (a younger student, your parents, a peer, the principal, etc)
Give them some think time.
Ask them to speak or write their directed paraphrase.
Group their answers into one of the following categories:
- Confusing
- Minimal
- Adequate
- Excellent
Then ask them to examine and rank the responses according to the following categories on a scale of 1 to 5.
- Accuracy (of information)
- Suitability (for the intended audience)
- Effectiveness (in fulfilling the purpose) Or you can simply, circle the clearest (best) point made by the student and underline the worst (muddiest) point.
Look for patterns of clarity and confusion to guide future instruction.

PSI: https://psi.methopedia.eu/learning-activity/directed-paraphrasing

Discussion online

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Discussion online

Foto von Extra Ketchup (abgerufen am 14.12.2009) 1

Short description

Online disscusion is a key group task in online environment.

Process description

Explain the process as detailed as possible. Use also graphics or videos.

Required resources

Online:

Computers
E-learning platform or forum
Chat etc.

Examples

Use it for: group tasks, to communicate, to change ideas etc.

PSI: https://psi.methopedia.eu/learning-activity/discussion-online

1: nicht mehr abrufbar, geprüft am 16.04.2017

Find someone who ...

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Find someone who ...

Image by iQoncept (Access: 05.11.2009)

Short description

An activity that helps to build up community amongst people in any online course. It motivates learners to search for information and meet other learners in the course.

Process description

Each learner sends to a facilitator email with the information that other participants are unlikely to know (e.g. MA degree in philosophy, four children, parachuting aficionado, etc.).
The facilitator emails each learner with some piece of information concerning one of the participants, he/she is to locate.
The learners now can ask questions on the discussion board helping them to find the person (they cannot, however, ask straightforward questions e.g. did anyone studied philosophy?). A learner may ask for clues such as: does anyone know Kant's ideas?
The facilitator monitors the whole discussion.
When the learners are ready to give their answers, the facilitator asks them to post the names on the discussion board.
Each learner reviews the postings checking whether other participants recognised him or her.

Required resources

online asynchronous discussion board
access to emails

Comments

The learners can also search for information connected with various courses they took part in and some previous experience with trainings.

The description of the activity „Find someone who...“ was prepared on the basis of R. Watkins's „75 e-learning activities“.

PSI: https://psi.methopedia.eu/learning-activity/find-someone-who

Funky Questions - Icebreaker

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Funky Questions - Icebreaker

Image by ezioman (Access: 29.09.2009)

Short description

This is an ice breaker activity that can be used face to face and online.

Process description

It is fun to do and introduces a personal and emotional element into a course. People get to know each other in a different way and have other topics to connect with each other.

Required resources

Only clever questions suitable for the audience.

Examples

If you had a time machine that would work only once, what point in the future or in history would you visit?
If you could go anywhere in the world, where would you go?
If your house was burning down, what three objects would you try and save?
If you could talk to any one person now living, who would it be and why?
If you HAD to give up one of your senses (hearing, seeing, feeling, smelling, tasting) which would it be and why?
If you were an animal, what would you be and why?
Do you have a pet? If not, what sort of pet would you like?
Name a gift you will never forget.
Name one thing you really like about yourself.
What's your favourite thing to do in the summer?
Who's your favourite cartoon character, and why?
Does your name have a special meaning and or were you named after someone special?
What is the hardest thing you have ever done?

Comments

We have found this to work as an incentive for people to go look at someones online entry. Instead of pushing people to log on this may create a pull :)

PSI: https://psi.methopedia.eu/learning-activity/icebreaker