"In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners."
We post a lot of resources here about using social media in the classroom – it is one of the most requested topics, most often emailed about, most popular posts and overall topics in general for Edudemic. How to use Facebook in the classroom. How to use Twitter to boost your professional development. How to …
Visualize Internet in Reali Time ~ Educational Technology and Mobile Learning on APRENDIZAJE curated by Marta Torán (Visualize Internet in Reali Time ~ Educational Technology and Mobile Learning http://t.co/kI6hMJBMac)...
But here’s the thing: the history of social media actually goes back a lot further, and its roots can be found in blogging, Google, AOL, ICQ, the beginnings of the world wide web and, perhaps surprisingly, CompuServe.
Suffering is a part of learning Herald & Review Little awareness of, or interest in learning of personal limitations or weaknesses, even if presented in a constructive manner. 11. Rapid mood fluctuations.
MinnPost.com Learning: It's more than mastery MinnPost.com The basic premise here comes from Jal Mehta at Education Week's excellent “Learning Deeply” blog. Mehta, a Harvard education professor, has worked with Sarah Fine, a Harvard Ed.D.
In the field of educational technology 2012 was touted as the year of the Massive Open online course (mooc). While the number of
MOOC offerings have since rapidly increased, the research in this space has been lagging. To help facilitate the development of research and examine the potential of MOOCs in education the Bill and Melinda Gates Foundation supported the massive open online course (MOOC) research initiative (MRI).
Athabasca University, long a pioneer in distance education, was selected as the principal investigator for the grant. The MOOC conversation was largely occurring in the popular media and was focused on the technologies and the large numbers of learners enrolling. Thesheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as MOOCs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early MOOC development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning. This report is the final component of the MRI grant.
Additional work in the MRI grant includes research reports, conference, and a special issue of the International Review of Research in open and Distributed learning. The articles presented in this report provide an overview of research literature in:
It is our intent that these reports will serve to introduce academics, administrators, and students to the rich history of technology in education with a particular emphasis of the importance of the human factors: social interaction, well-designed learning experiences, participatory pedagogy, supportive teaching presence, and effective techniques for using technology to support learning. The world is digitizing and higher education is not immune to this transition. The trend is well underway and seems to be accelerating as top universities create departments and senior leadership positions to explore processes of innovation within the academy.
It is our somewhat axiomatic assessment that in order to understand how we should design and develop learning for the future, we need to first take a look at what we already know. Any scientific enterprise that runs forward on only new technology, ignoring the landscape of existing knowledge, will be sub-optimal and likely fail. To build a strong future of digital learning in the academy, we must first take stock of what we know and what has been well researched.
During the process of completing this report, it became clear to us that a society or academic organization is required to facilitate the advancement and adoption of digital learning research. Important areas in need of exploration include faculty development, organizational change, innovative practices and new institutional models, effectiveness of teaching and learning activities, the student experience, increasing success for all students, and state and provincial policies, strategies, and funding models. To address this need, we invite interested academics, administrators, government and industry to contact us to discuss the formation of an organization to advocate for a collaborative and research informed approach to digital learning.
The Pencil Metaphor: How Teachers Respond To Education Technology
The takeaway for this kind of durability? More than likely, the pencil metaphor persists because of the simultaneous overlap and juxtaposition of pencils, education, and technology. (It’s a neat party trick.) There was also a bit of thinking that went into this–Ferrules? And everyone loves familiar and iconic symbolism.
"It’s tempting to say that no matter how much technology pushes on education, every teacher will always need to know iconic teacher practices like assessment, curriculum design, classroom management, and cognitive coaching.
There is mounting evidence that complementing or replacing lectures with student-centric, technology-enabled active learning strategies and learning guidance—rather than memorization and repetition—improves learning, supports knowledge retention, and raises achievement. These new student-centered blended learning methods inspire engagement, and are a way to connect with every student right where they are while supporting progress toward grade level standards.
Florida Times-Union Her system helps students at their own level of learning Florida Times-Union “She's a master teacher who can reach all kids, all learning modalities,” said Principal LaShawn Streater.
Times Higher Education Learning English Mooc to be launched on FutureLearn Times Higher Education It is the first course to be delivered by one of the “cultural partners” of the Open University-owned Mooc provider, rather than by a university.
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