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Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence
Miloš Bajčetić's insight:
“The real role of leadership in education … is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.”
Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web.
Via Nik Peachey
What is the connection between Social Networks and Being Lonely? Quoting the words of Sherry Turkle from her TED talk - Connected, But Alone. (http://www.ted.com/talks/sherry_turkle_alone_together.html)
Also Based on Dr. Yair Amichai-Hamburgers hebrew article -The Invention of Loneliness.
Script, Design & Animation: Shimi Cohen
Final Project at Shenkar College of Engineering and Design.
What will it happen after the MOOC? How will they influence the next generation technology? Stephen Downes, who built the world's first MOOC software, describes the development of MOOC and examines the transition from the idea of the massive open online course to the personal learning environment.
Via Susan Bainbridge
The evidence against VAM is at this point overwhelming. The refusal of school reformers to acknowledge it is outrageous.
"*VAMs are generally based on standardized test scores and do not directly measure potential teacher contributions toward other student outcomes."
"*VAMs typically measure correlation, not causation: Effects – positive or negative – attributed to a teacher may actually be caused by other factors that are not captured in the model."
Via Srdjan Verbić
It’s time to ban “digital” learning.
For 20 years I have dedicated my career to understanding and demonstrating the value of technology in the teaching and learning process. I once held a job where my title was “School of the Future Technology Architect.” I’m a believer in instruction that is, as the buzzwords go, data driven, adaptive, personalized, one-to-one, online, blended, flipped, and gamified.
I am, put simply, bought in. But we’ve lost our way. We’ve elevated the digital conversation to levels that represent reform-celebrityism. We have forgotten to read the “under-promise and over-deliver” section of the handbook on effective reform. We’ve amplified the virtues, necessity, promise, and potential of technology so much that we are perilously close to forgetting what it was all about in the first place: helping teachers to teach and students to learn.
It's time for the Department of Education to invest in using the research available on brain science to improve the teaching and learning process. It’s time we talked about increasing the ratios of heros to students rather than tablets to students. Let’s make sure that the quality of the content we put in front of our kids is measured by research rather than by “likes.”
An essential part of online research is the ability to critically evaluate information. This includes the ability to read and evaluate its level of accuracy, reliability and bias. When we recently assessed 770 seventh graders in two states to study these areas, the results definitely got our attention. Unfortunately, over 70 percent of their responses suggested that:
- Middle school students are more concerned with content relevance than with credibility.
- They rarely attend to source features such as author, venue or publication type to evaluate reliability and author perspective.
- When they do refer to source features in their explanations, their judgments are often vague, superficial and lack reasoned justification.
Other studies highlight similar shortcomings of high school and college students in these areas. From my perspective, the problem is not likely to go away without intervention during regular content area instruction.
So, what can you do to more explicitly teach adolescents how to evaluate the quality of online information?
EDUCAUSE and the University of Central Florida are offering a free MOOC called ‘BlendKit2014 – Becoming a Blended Learning Designer‘, which will run initially from April 21 to May 27.
It is aimed primarily at faculty and instructional designers, will come away with best practices for developing design documents, content pages and peer review feedback tools. In particular it will offer:
1. a consideration of key issues related to blended learning and
2. practical step-by-step guidance in producing materials for a blended course (e.g., developing design documents, creating content pages, and receiving peer review feedback at one’s own institution).
The Exploring the Dark Side of MOOCs Infographic sheds light on higher-education institutions’ opinions about MOOCs, their sustainability, and more.
The infographic explores whether or not MOOCs live up to their hype. Administrators’ chief concerns about MOOCs are outlined. Regarding the high number of students taking the courses, critics assert that MOOCs cannot provide the same intimate experience as a traditional classroom. Students are unable to get to know their professors as well as they might have in a physical setting.
The definition of blended learning is a formal education program in which a student learns:
(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;
(2) at least in part in a supervised brick-and-mortar location away from home;
(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
Via Peter B. Sloep
By George Siemens
The future of systems such as business, government, and education will be data centric. Historically, humanity has made sense of the world through discourse, dialogue, artifacts, myth, story, and metaphor. While those sensemaking approaches won’t disappear, they will be augmented by data and analytics.
Educators often find analytics frustrating. After all, how can you analyze the softer aspects of learning? Or can analytics actually measure what matters instead of what is readily accessible in terms of data? These are obviously important questions. Regardless of how they are answered, however, ours is a data-rich world and will only continue to become more so. All educators need to be familiar with data and analytics approaches, including machine and deep learning models. Why does it matter? Well, to use a Ted Nelson quote that Jim Groom used during his excellent talk at Sloan-C this week, it matters “because we live in media as fish live in water”. Power and control decisions are being made at the data and analytics level of educational institutions. If academics, designers, and teachers are not able to participate in those conversations, they essentially abdicate their voice.
Today we are pleased to announce two new initiatives that we feel will raise the quality of learning analytics, increase transparency around data and algorithms, and create an ecosystem where results can be shared, tested, and validated:
1. Open Learning Analytics. This initiative is based on a paper that we published (.pdf) several years ago. After significant behind-the-scenes work, we are now ready to announce the next steps of the project formally. See here for press release and project scope.
2. Learning Analytics Masters Program (LAMP). The number of masters programs that are offering learning analytics courses, streams or certificates is increasing. Several institutions are in the process of developing a masters in learning analytics. To help provided quality curriculum and learning resources, we have launched LAMP: an open access, openly licensed learning analytics masters program. Institutions will be able to use/remix/do whatever with the content in developing their masters programs. Our inaugural meeting is being held at Carnegie Mellon University in a few weeks to kick off this project and start developing the course content.
If data is the future of education and educational decision making, and in many ways it is, I believe openness is the best premise on which to advance. The projects presented here are our contribution in making that happen.
Most of us are on the Internet on a daily basis and whether we like it or not, the Internet is affecting us. It changes how we think, how we work, and it even changes our brains.
Miloš Bajčetić's insight:
FIND THE HIDDEN REFERENCES? There's a lot of hidden references in this video. Watch the producer walk you through each one: http://www.youtube.com/watch?v=_Yf_-5...
I was 75 yesterday and as I’ve tried to do each birthday for the last 25 years, I spent the day skiing at Whistler. (A wonderful day: sunshine and still tons of snow, and a lot of terrain to cover). How to spend yesterday was an easy decision. The hard one is how to spend the rest of my life (yeah, welcome to the club).
Miloš Bajčetić's insight:
Tony Bates, one of the most influential online experts announced retirement. Must read this blog!
According to the infographic distance learning can trace its heritage back to 1728 with the first correspondence courses sent via traditional mail. So even as far back as 1728, education was not necessarily bound by four walls!
The infographic highlights a few key dates where new changes have taken place in the evolution of distance learning. Over time, new technologies such as the radio and TV allowed for newer delivery systems for education.
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Via Kathleen Cercone
eLearning Papers Issue 37 is a special issue dedicated to the latest research on MOOCs (what is a MOOC?). The papers are based on the research contributions made to the recent European MOOCs Stakeholders Summit (EMOOCs2014).
Dropout Prediction in MOOCs using Learner Activity Features
Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings
Cultural Translation in Massive Open Online Courses (MOOCs)
Characterizing Video Use in the Catalogue of MITx MOOCs
From the field
Toward a Quality Model for UNED MOOCs
The Discrete Optimization MOOC: An Exploration in Discovery-Based Learning
Designing Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”
Offering cMOOCs Collaboratively: The COER13 Experience from the Convenors’ Perspective
Mathematics Courses: Fostering Individuality Through EMOOCs
Analyzing Completion Rates in the First French xMOOC
The number of theories with similar names is confusing. Here is my own take on it. I have no doubt there are other theories outside the scope of this short discussion.
Miloš Bajčetić's insight:
Stephen Downes on Connectivism. Constructivism, Constructionism,, Connectionism and some other lerarning theories.
Kevin Slavin argues that we're living in a world designed for -- and increasingly controlled by -- algorithms. In this riveting talk from TEDGlobal, he shows how these complex computer programs determine: espionage tactics, stock prices, movie scripts, and architecture. And he warns that we are writing code we can't understand, with implications we can't control.
Via Ana Cristina Pratas
I think there are some promising avenues of discovery in the work of Gary Marcus that could one day help address how we learn. Gary Marcus describes deep learning this way: "Instead of linear logic, deep learning is based on theories of how the human brain works. The program is made of tangled layers of interconnected nodes. It learns by rearranging connections between nodes after each new experience." In other words, the brain is not seen as a series of connected flowcharts but as intersecting nets of connections that create patterns.
What’s your first memory of social media? Twitter, perhaps? Or maybe Facebook?If you’re of a certain age, you’ll likely remember when MySpace was very much numero uno amongst all social platforms. Roll the years back a little further, and you could have been one of the (relatively) few who were amongst the pioneers of modern social networking on Friendster.
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. This infographic from Creative Ramblings takes a closer look at the history of social media, 1969-2012.
Via ZAP s.a., John Evans, Juergen Wagner
Gideon Rosen, the Stuart Professor of Philosophy and chair of the Council of the Humanities at Princeton University, described a "nightmare scenario" spawned by Massive Open Online Courses, or MOOCs. In "MOOC World," Rosen said, institutions lured by lower costs and greater efficiencies switch fully to online learning and forsake traditional interaction between students and teachers, who may no longer know students' names.
"When those things go missing, something of real value is lost," Rosen said. "If you doubt that, just ask yourself the question, is that the sort of education you would want for your children?
"The worst-case scenario," he continued, "is that the scholar becomes a genuinely rare bird."
William Lawton, director of the Observatory on Borderless Higher Education in London, said MOOCs and online learning do not threaten the core values of higher education. Rather, the threats are commercial imperatives forcing universities to run as businesses and equating education goals with those of government.
"The real revolution will come when there are digital platforms everywhere that are providing hundreds and thousands of courses that are designed specifically for the needs in those places," Lawton said, and when employers and society in those countries recognize and accept such credits as valid.
Lawton predicted that rather than going to extremes, most institutions will combine traditional and online practices. "The future is basically blended," he said.
Via Susan Bainbridge
Those "5 Things You Need to Know About EdTech" posts seem to crop up on Twitter every couple weeks -- Tech isn't the Point of EdTech, EdTech is about Learning, EdTech is Exciting. But for those who've heard and read it all before, here's a completely different take on that headline.
Via Susan Bainbridge