Early returns show that massive open online courses (MOOCs) work best for motivated and academically prepared students. But could high-quality MOOCs benefit a broader range of learners, like those who get tripped up by remedial classes? That’s the question the Bill and Melinda Gates Foundation wants to answer with a newly announced round of 10 grants for the creation of MOOCs for remedial coursework.
"I ran across an interesting Edudemic blog post yesterday, 10 Things Students Won’t Need to Know When They Graduate. I’ve listed the 10 below, but do go and read the article’s explanations. The author, Bob Dillon, hits on something that is central to the motivation that drives much of my work. How much of our children’s precious childhoods are we wasting teaching them things that they’ll never need to know."
This spring, Harvard University and the Massachusetts Institute of Technology announced a $60-million venture to offer free classes online. Just last month the University of California at Berkeley said it would also join the effort. John Hennessy, president of Stanford, recently predicted that a technology "tsunami" is about to hit higher education.
"We are in the final week of our Australian tour and I will have to admit I am pretty tired. We have met some amazing people and I have a ton of great ideas to bring back to our school division, so I am grateful for all of the connections that I have made and the wonderful ideas that have been shared. Thanks to all of you both online and offline"
We have been investing more money per student, while outcomes have been flat. Faced with many challenges, we have turned to any potential solution. Many education policymakers hail technology, in particular, as the savior.
Minorities account for nearly half of the student population in America, and will likely become the majority within the next decade or two, but recent studies show that students across the country are still largely learning in segregated...
Just let me start off by saying that the term "21st Century Learning" still drives me crazy. If you think about it, in the last ten years have we progressed in our thoughts about what learning should look like and could be? What about in the next 50 years? Will "21st Century Learning" be the same, or will we still promote the same skills? Who knows? But I am sure that our world will continue to change significantly.
Advances in computerized tutoring are testing the faith that human contact makes for better learning.
"Neil Heffernan was listening to his fiancée, Cristina Lindquist, tutor one of her students in mathematics when he had an idea. Heffernan was a graduate student in computer science, and by this point — the summer of 1997 — he had been working for two years with researchers at Carnegie Mellon University on developing computer software to help students improve their skills."
As a guy who delivers two-day #edtech workshops during my breaks from full-time classroom teaching, I’m often asked the same questions again and again: How can teachers use technology to motivate students? What digital tools do kids like best?
Incentives are all the rage: employee bonus pay, app badges, student grades, and even lunch with President Obama. Despite their widespread use, most research finds that incentives are terrible at improving performance in the long-run on anything but mindless rote tasks, because the fixation on prizes clouds our creative thinking
"Ok, I’ll be honest. I get very nervous when I hear education reformists and politicians tout how “incredible” the flipped classroom model, or how it will “solve” many of the problems of education. It doesn’t solve anything. It is a great first step in reframing the role of the teacher in the classroom."
I am very pleased to be able to announce the (self-) publication of my latest eBook, Connectivism and Connective Knowledge. It is a collection of blog posts, essays and transcripts from my talks covering all major con tributions to the field I have made in the last eight years.
Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place?
A while back, I was asked, "What engages students?" Sure, I could respond, sharing anecdotes about what I believed to be engaging, but I thought it would be so much better to lob that question to my own eighth graders. The responses I received from all 220 of them seemed to fall under 10 categories, representing reoccurring themes that appeared again and again. So, from the mouths of babes, here are my students' answers to the question: "What engages students?"
E-learning thought leader and friend of Learning Pool, Donald Clark, is currently on a blog marathon. He is writing 50 blogs on learning theorists from Socrates to Maslow, Wollstoncraft to Vygotsky, in 50 days.
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