5. “I try to distinguish between contexts
of productive and unproductive
learning. And by productive, I mean
that the learning process is one
that engenders and reinforces
wanting to learn more.
Absent wanting to learn, the learning
context is unproductive or
counterproductive.”
6.
7. “Information will be learned
slowly and doomed to rapid
forgetting unless they are
quickly attached to a
framework of knowledge
that we already possess.”
16. Chris Avenir
Ryerson University sites 3 reasons for
the case against him.
1.Learning should be hard.
2.There is no structure of regulation
for online behavior and that makes it
incompatible with academic work.
3.It is our job to protect academic
integrity from any threat.
i.e. Unless learning is hard and is directed by others, it
fails to meet the standard for academic rigor.
23. “If you say you don’t have time for
assessment, you assume that the teaching is
more important than the learning.
Feedback is the key to reaching goals.
24. “If you say you don’t have time for
assessment, you assume that the teaching is
more important than the learning.
Feedback is the key to reaching goals.
Saying there’s no time
is to confuse causing learning
for mentioning stuff.” Grant Wiggins