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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.”
A few months ago I blogged about my summer 2013 research on optimal video length for student engagement. RecentlyJuho Kim, a Ph.D. student at MIT, Rob Rubin, the VP of Engineering at edX, and I extended that work and published How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos at the ACM Conference on Learning at Scale (L@S). Here's a brief summary of the paper and what we discovered.
Videos are central to the student learning experience in many kinds of MOOCs.
Miloš Bajčetić's insight:
One of the reasons why talking about SCORM seems archaic is because of the newly commissioned elearning standard, Tin Can API (also referred to as Experience API). This light-weight protocol opens up new possibilities in learning documentation and tracking that we previously could not do with SCORM.
The official version of Tin Can API hasn’t even been out a year (as of this article), so adoption is still taking place. Part of increasing the adoption rate of Tin Can is educating users on what it is and what it can do.
If you are new to the entire Tin Can landscape, then this will help you get a grasp on this new technology (at least at a high level).
A major criticism I have of most educational institutions is that their primary focus is on students’ intellectual and cognitive development. Too often individual learner’s needs do not enter into the equation of their educations. Maslow’s Hierarchy of Needs is a useful model for educators to use to help insure that they are addressing more of the whole child.
Via Beth Dichter
A personal learning environment is a concept, not a thing or an event, but encompasses formal and informal learning experiences and interactions with various resources and people through a network of Web 2.0 platforms. It becomes a system that each individual [learner] manages, creates and builds, a learner centered, self-directed environment.
Personal Learning Environments (PLE) are systems that learners create and control to manage and direct their own learning. In this environment learners do the following:
- set their own learning goals
- manage their learning, both content and process
- communicate with others in the process of learning
Part of the PLE is a Personal Learning Network, which is an essential sub-system of the PLE. It is the people, the personal connections within one’s PLE that are sources for new knowledge, collaboration partners, and serve as ‘nodes’ within the personal network that contributes to the wholeness of the PLE. Individuals become interdependent within a PLE, not independent [learning in a vacuum] or dependent [consuming knowledge only, and not creating knowledge].
This edited book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings. Most of the work described in this book is based on theory and research in cognitive psychology. Although much, but not all, of what is presented is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. Authors wrote their chapters with nonexperts as the target audience – teachers who may have little or no background in science of learning, research-based approaches to teaching and learning, or even general principles of psychological science. The book is organized in three sections. The 14 chapters in Part 1 address important concepts, principles, theories, and research findings, and applications related to the science of learning. The four chapters in Part 2 focus on preparing faculty to apply science of learning principles in their courses. Finally, the six chapters in Part 3 provide examples of research that have been done in real academic settings and that have applied one or more science of learning principles.
Via Rosemary Tyrrell
Usually when I try to convince people to look into PLEs, I get the same general questions/concerns. These are usually along the lines of “how will the separate systems ever communicate with each other?”, or “how will this scale?”, or “how would you do assessment in this model?” These are all very good questions, but potential also ones that are barking up the wrong tree so to say.
I get it that someone might wonder how one learner will use WordPress, another Drupal, another Twitter, another Instagram, etc – and somehow these will magically come together and no one will get lost. People had the same questions about setting up an LMS, a registration system, an email server, and a whole host of other separate programs at Universities in the 1990s. It didn’t seem like those systems would ever work together, but people figured out how and now people barely have to consider things like “how does this integrate with our student tracking system?” In other words, we created the system that we wanted, and the technology came to us as needed. There are many projects out there that are creating the integration needed to create PLEs, so we are part of the way there and getting all the way there fast.
And to be honest, if some websites don’t want to to be open – like, say Facebook continues down a path of containing your information rather than liberating it – then they just won’t get to play in the PLE sandbox of the future. That’s why you don’t see Wikimedia being installed on too many campuses – they didn’t want to play the “systems integration game,” so they were mostly left out.
The report contains four main sections:
• an overview of the current UK MOOC landscape, illustrating the rich and to date rather neglected history of innovation in open course delivery within the UK during the period preceding our engagement with the large MOOC platforms and the launch of FutureLearn;
• a literature review which addresses key areas of concern within the current published and grey literatures on MOOC pedagogy and associated contextual issues; here we outline what we see as the most important themes currently driving the MOOC pedagogy debate;
• a series of ‘snapshots’ of current UK MOOCs, with an emphasis on looking at the detail of teacher practice, and on approaching the question of MOOC pedagogy from the position of the active teacher-practitioner;
• a conclusion which brings together themes from the literature review with the ‘snapshots’ in order to outline what we consider to be the most pressing issues the UK higher education community should be addressing in relation to MOOC pedagogy.
Via Peter B. Sloep
Content curation is not just collecting, it's also sharing. And whatever our motivation, we curate content to have an impact so understanding where our traffic comes from is important. During our first 2 years of existence, the Scoop.it users have published more than 50M pieces of content attracting more than 100M unique visitors so we've been in a great position to observe not only where this traffic came from but also what best practices had the strongest influence on it. So we’ve analyzed all the content curated, published and shared through Scoop.it. This post is about sharing these data and learnings so you can be more effective with your content curation.
Via Guillaume Decugis
It's no secret that I am a passionate advocate for using video in the classroom. When used well, videos can help students make connections to people and ideas beyond their usual frame of reference. That's why I've been really excited to see a wave of new (and mostly free or low-cost!) tech tools recently that enable teachers to take favorite clips and make them more valuable for educational use. Whether you use videos to flip your classroom or you just appreciate the power of video to engage kids, maybe one of the tools in my playlist below will help you go deeper in 2014.
Via Beth Dichter
Miloš Bajčetić's insight:
I am struggling these days with the issue of who should teach online courses, in terms of qualifications and status, and in particular, the issue of how to scale up credit-based online courses while maintaining or improving quality.
I’ve long suspected this is the case, but now we have proof. Bill Gates is using his billions to give rise to The Matrix.
As viewers of the movie know, in the world of the Matrix, most human beings exist as a kind of biological battery, trapped in sacks of goo, fueling the sentient computers. Only a handful have escaped and are able to plug into and manipulate the life simulation that the Matrix pumps into our goo-sacked heads.
Howard Fineman has reported on a recent visit by Bill Gates to Washington D.C. to reassure everyone that they don’t need to worry about governmental dysfunction, because when it comes to innovation and progress, he’s got this.
This is Fineman describing why Gates backs the Common Core: “Gates compared such national education standards to the establishment of global Internet software conventions and the standardized gauge of American railroads and configuration of electrical plugs. Once you set the plug size, he said, people can go about the business of creating appliances to connect to the grid.”
Don’t you see it?
Plug meet grid. This is Bill Gates’ vision for the future of education.
As Fineman comments: It's a logical, if mechanistic and quantified, view of education that gives many dedicated teachers and educational philosophers the willies. But it is the world Gates believes in."
The willies? The second I post this I'm smashing my electronics to bits and stocking up on canned goods and bottled water and heading to Laurence Fishburn's place.
New theories for the networked, digital age, emerging cultures of learning and a hyper-connected and networked society. Differentials between academic practices, and the variety of roles we adopt within communities of practice and learning. Flipped classes,Massive Open Online Courses and Mind Technologies. The impact of traditional education on contemporary pedagogical practices. Chaos and uncertainty versus knowing and order, and the educational impact ofrhizomatic approaches to learning. The future of education and the potential impact of new and emerging technologies.
25 years ago, 33-year-old British scientist Tim Berners-Lee created one of the greatest tools the human race has ever seen. The internet opens doors for billions of people worldwide and makes the impossible possible - plus, Innovate My School couldn’t exist without Berners-Lee’s invention. Phil Worms, Iomart’s director of Marketing & Corporate Comms, comes to IMS to discuss why the net is so invaluable for education.
With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. Comparing the two scenarios, the circumstances couldn't be more different.
Teaching in an Environment of Scarcity
When teaching in an environment of informational scarcity, lessons that deeply explored a subject were limited by the resources that the school library had available, as well as students’ ability to access them. (Remember encyclopedias labeled “Reference: Do not remove from library”?) Even the most thorough research might yield only a few resources. To put it simply, your Lego castle could be no larger than the maximum number of bricks that you possessed. There just weren’t that many bricks available for building.
The New Economy of Abundance
In an economy of such abundant information, the teacher who still insists upon distributing information via lecture is competing with primary sources and documents that would allow students to actively participate in ways far deeper than simply listening. If a student can download a PowerPoint, or take pictures of notes on the board, is it the most efficient use of class time to have them copy content line by line? The speed with which information can be accessed and shared seems to invalidate the pace of the everyday lecture.
(From the foreword) The global development towards open education dates back more than ten years. In 2006, several Dutch universities followed suit with the publication of OpenCourseWare. Although several institutions had already embraced the concept of open education for some time, the issue seems to have truly taken hold in the Dutch higher education sector since 2013, largely due to the growing popularity of Massive Open Online Courses (MOOCs).
The Trend Report supports this conclusion. The report accurately describes the latest developments and challenges facing the Dutch higher education sector in relation to open and online education. The articles also outline a concrete vision on future developments, such as the effects of recognising MOOC results, the impact of digitisation on postgraduate education and other forms of disruptive innovation.
Via Peter B. Sloep
This new book offers twenty-one essays that reflect the complexity of the very definition of what is (and what might in the near future be) a “MOOC,” along with perspectives and opinions that move far beyond the polarizing debate about MOOCs that has occupied the media in previous accounts. Toward that end, Invasion of the MOOCs reflects a wide variety of impressions about MOOCs from the most recent past and projects possibilities about MOOCs for the not so distant future.
Via Alberto Acereda, PhD
Have you ever wondered why some teachers find it much easier than others to effectively use technology in the classroom, having fun and improving outcomes in the process? You’re not alone. But it turns out that a lot of what it takes isn’t necessarily that challenging, and it’s not about the technology as much as it is about being willing to spend a little extra time, work with others, and throw your hat in the ring. With a few of these “secrets” at your disposal, you’ll create your own award-worthy tech integration success story in no time!
Here are some of the reasons why I think they can benefit teaching:
3. They make pupil understanding more visible to teachers
In this new RSA Animate, renowned psychiatrist and writer Iain McGilchrist explains how our 'divided brain' has profoundly altered human behaviour culture and society.
Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many discussions about whether or not this is good or bad for us as a society, it’s definitely a change.
As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.
To do that, let’s examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.
Via Nik Peachey
Miloš Bajčetić's insight:
The Increase of Interactivity
One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.
Classroom Outcome: We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming more abundant to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.
MOOC MOOC: Dark Underbelly (MMDU) is a rambunctious series of discussions about the past, present, and future of higher education, focusing on topics rising directly from Cathy N. Davidson’s distributed #futureEd experiment and its various offspring.
When we call out, we must listen for an answer. Cathy N. Davidson’s (and all our) “The History and Future of (Mostly) Higher Education” pivots on the idea of a call. A call to action. A call to pay attention. A voice in the desert calling for change. We have, in the last six weeks, all become activists and advocates, each venturing out of our own comfort, each looking critically at our assumptions. A community has formed, a hashtag has flourished, and all that is under way has promise for a new “education from scratch”.
Now that we’ve rallied, we need to talk about who we’ve left behind: lurkers, introverts, the marginalized and contingent among us.
A good eLearning course requires the right combination of learning events. But what are these exactly? A learning event is a simplified description of the student’s learning activity. There’s an infinite number of learning strategies, but only eight learning events. It isn’t necessary to use all the events in the creation of your course. The 8 Types of Learning Events Every eLearning Course Must Have Infographic presents a ‘palette’ of 8 specific ways that the eLearning designer can use to describe any point in the development of learning activities: