Category: 08. pedAgogy and educAtioN

This may well be an emerging IT-infused pedagogical approach. A Google jockey is a participant in a presentation or class who surfs the Internet for terms, ideas, Web sites, or resources mentioned by the presenter or related to the topic. The jockey’s searches are displayed simultaneously with the presentation, helping to clarify the main topic and extend learning opportunities. Google jockeying has the potential to foster more engagement among students, particularly in large lecture classes. The practice builds on tools students already use, and it adds a sense of fun and spontaneity to learning.
Check out this Educase article on “7 Things You Should Know About Google Jockeying” now.

Compiled by Jill Kerper Mora (Ed.D.) of San Diego State University, this list serves as a quick overview of existing L2 teaching methods:
The Grammar-Translation Approach
The Direct Approach
Reading Approach
Audiolingual Method
Community Language Learning (Curran, Charles A. Counseling-Learning in Second Languages. Apple River, Illinois: Apple River Press, 1976.)
The Silent Way (Caleb Gattegno, Teaching Foreign Languages in Schools: The Silent Way. New York City: Educational Solutions, 1972.)
Communicative Approach–Functional-Notional (Finocchiaro, M. & Brumfit, C. (1983). The Functional-Notional Approach. New York, NY: Oxford University Press.)
Total Physical Response (James J. Asher, Learning Another Language Through Actions. San Jose, California: AccuPrint, 1979.)

darren has shared another URL that gives a quick review to the 3 learning theories: behaviourism, cognitivism & constructivism. has the gist of the theories, good reading 🙂
[updated 1630hr] darren has found yet another site Bridging Learning Theories in the Classroom which summarises of the 3 learning theories; pictures of Piaget, Vygotsky, Watson, Skinner and Bruner can be found too 🙂
[updated 1645hr] another site Theories of Learning:Introduction to add to the list for reference 🙂

darren shared this website which links to a whole range of ID models, good reference 🙂

Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units.
The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer’s intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity.
-Martin Ryder

3 days ago I made this post and email LLAS and asked if they can make available the PDF version for download. And here it is, they have made it easily available to teachers for download. Cool !