The MOOC Moment and Its Impact on K-12 Education Education Week News (blog) It's a topic that I'm deeply passionate about; how the MOOC moment might spark improvements in teaching and learning not just in higher education, but in K-12 as well.
Dr Pam Hill's insight:
Like you, I think that MOOC's have a place in the K-12 environment but there is still a lot of fear. Maybe small steps can be taken to move schools along, without creating a paralyzing situation. It will be interesting to watch this development over time.
Flickr: Corey Leopold Inspired by Sandy Speicher's vision of the designed school day of the future, reader Shelly Blake-Plock shared his own predictions (MT @EdTechLeader: Educational practices that will be obsolete in the near future
Dr Pam Hill's insight:
While some of the ideas mentioned are in direct contrast to CC, most of the suggestions aligns well with what we know about how students learn. Definitely worth a look!
Pedagogical decision making should be based on learner results not instructional format variety. Common Core philosophy strives to clarify this point through the use of a learning activities that provide rigor, relevance, and learner engagement. Thanks for sharing this enlightening artifact!
Writing used to be strictly an in-school activity. Now, kids do 40 percent of their writing outside of school. Called “life writing,” young adults’ social writing spans texts, tweets, social media, and blogs -- and all of it’s making kids more literate.
"Life writing" should be given it's due. While it is often short and sweet, it should count as one part of literacy development. The English teacher in me what's to say it doesn't effect classroom writing assignments, but the techie within knows that any practice expressing your ideas to other counts. Learning both styles will produce a competent, educated person.
How much time do we put into the design of the assessment plans in our online courses? Is most of that time focused upon summative graded assignments that factor into the course grade? Or, do they also include opportunity for practice and informal feedback?
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.
This site demonstrates how to take traditional worksheets and transform them into online games. Not only will students practice content but they will be inspired by the game format. A fabulous bonus for Common Core and online instructors.