"Do you sometimes feel like you are out of strategies for a particular student or several students in your class even though you have tried many different instructional approaches? You are not alone. All students learn differently – and teachers work hard to meet the various needs in their classrooms. However, when I was a teacher, I didn’t feel like I was prepared to meet all of my students’ needs, nor did I feel like professional learning experiences were personalized to what I needed or how I learned most effectively. The Learning Differences MOOC for Educators addresses this gap by providing educators with rich information about students’ learning differences, while also using an online platform designed to personalize learning for educators to meet their learning needs."
An empowered learner is a successful learner. Not only do they have the confidence they need to solve problems autonomously, but they are active participants who are motivated and inspired to learn. One of the most effective ways to empower your online learners is to incorporate metacognition into your eLearning strategy. In this article, I’ll share 5 tips on how to enhance metacognition in eLearning.
Metacognition involves not just having knowledge and being able to cognitively process information, but being able to control these mental processes. This typically involves modification, monitoring, and organization of the information in order to apply it in real worldsettings. Metacognition also focuses on analyzing a challenge or task to determine which problem solving approach would be the most effective.
One of the most significant advantages of using metacognition in eLearning is that it encourages learners to become more independent and empowered. They must identify their strengths and weaknesses, and fine tune their study, organization, problem-solving, and communication skills. In this article, I’ll delve into the categories of metacognition, its best practices, and I’ll share 5 tips that will help you use metacognition in eLearning.
Around the world, participation rates in tertiary education are on the rise and one of the key challenges facing educators is finding ways to engage these students. We present the results of a project that assesses the impact of an engagement strategy in which a cohort of students entering their first year of university (1) establish and maintain a clear goal of their ideal future career and (2) make use of a web-based digital curation tool to research and present their findings.
We use the directed networks between articles of 24 Wikipedia language editions for producing the Wikipedia Ranking of World Universities (WRWU) using PageRank, 2DRank and CheiRank algorithms. This approach allows to incorporate various cultural views on world universities using the mathematical statistical analysis independent of cultural preferences. The Wikipedia ranking of top 100 universities provides about 60 percent overlap with the Shanghai university ranking demonstrating the reliable features of this approach. At the same time WRWU incorporates all knowledge accumulated at 24 Wikipedia editions giving stronger highlights for historically important universities leading to a different estimation of efficiency of world countries in university education. The historical development of university ranking is analyzed during ten centuries of their history.
Wikipedia Ranking of World Universities José Lages, Antoine Patt, Dima L. Shepelyansky
"With the Internet exploding with information resources and tools for learning, teachers can be facilitators of information with a greater emphasis on explanation and critical thinking as opposed to the dissemination source. Formal learning systems have in some cases been slower to adopt this model, rightfully concerned with accuracy of material and consistency; yet with ever increasing numbers of individuals accessing information in learning environments, the necessity of these formal systems to adopt technological change is very clear."
The sheer 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.
Data and research on education including skills, literacy, research, elementary schools, childhood learning, vocational training and PISA, PIACC and TALIS surveys., Schools have yet to take advantage of the potential of technology in the classroom to tackle the digital divide and give every student the skills they need in today’s connected world, according to the first OECD PISA assessment of digital skills.
Gone are the days when kids would get in trouble for passing notes in class. Today’s youngsters are much more sophisticated, technologically speaking, than those who grew up in the days of flip phones and CD players — let alone those whose only access to a phone growing up was a spin-dial one. This means there’s a lot more texting, tweeting, and Facebooking on smartphones in your average high school or college classroom than ever before.
Does this also mean that kids today are way more distracted by the bombardment of information reaching them via their tablets and iPhones? A new study out of the National Communication Association wanted to find out whether increased smartphone and social media use in class impacted student learning — and what they found was that it had both negative and positive effects.
In the study, researchers analyzed kids who were using phones in class to respond to text messages — both relevant and irrelevant to the class material. They measured the type of messages and the frequency of them, and found that students who were texting about the material actually scored higher on multiple choice tests about the subject than those who were texting about non-class related things.
In 1980, Dr. Gardner said “The potential utility of computers in the process of matching individuals to modes of instruction is substantial.” Though Gardner is likely incorrect regarding individuals’ learning styles, he was notably ahead of his time in predicting the power of eLearning. Today, more and more courses are moving online; not only do universities and community colleges increasingly provide all-online degree programs to busy workers looking to improve, but high schools and lower education levels are moving to the Web. Thus, it is becoming ever-more essential for instructional designers to thoroughly understand where, why, and how students learn.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.