Each year I put together a list of 10 educational trends that we can expect to gain even more traction in the upcoming year. 2016 will be no different. This year I find many familiar trends, some that first made my list five to ten years ago, but now they are gaining momentum and are likely to garner more startup and grant funding, not to mention finding their way in some of the more innovative schools and classrooms around the world. With that said, I confess that some of my predictions from last year were somewhat premature. Several of them are making their way to the list again. I was just a little bit too far ahead of the curve. Let’s see how I do in 2016. Without those clarifications and caveats, here are my 10 educational trends to watch in 2015.
This article was originally published in Educating Modern Learners. When a teacher assigns homework, she makes some big assumptions about students’ home lives. Do they have the requisite supplies? A quiet...
Finding quality assets (images, sound effects, video, etc.) to use in your eLearning course is one of the most important and potentially daunting aspects of developing. Everyone should know by now, that you can’t just pull an image off of a Google image search and use it. There are certain legal rights for pretty much every digital asset out there. There are some important terms you should understand before you use an image or other digital assets that you did not create on your own.
Public Domain – Works in the public domain are those whose intellectual property rights have expired, have been forfeited, or are inapplicable.
Copyright – A legal right created by the law of a country that grants the creator of an original work exclusive rights to its use and distribution, usually for a limited time, with the intention of enabling the creator (e.g. the photographer of a photograph or the author of a book) to receive compensation for their intellectual effort.
Royalty Free – The right to use copyrighted material or intellectual property without the need to pay royalties or license fees for each “use” or per volume sold, or some time period of use or sales.
Creative Commons – These licenses allow creators to communicate which rights they reserve, and which rights they waive for the benefit of recipients or other creators.
Fair Use – A limitation and exception to the exclusive right granted by copyright law to the author of a creative work.
"From the developers of the popular iPad app Shadow Puppet Edu comes a nice new app called Seesaw. Seesaw is a free iPad app through which students can create a portfolio to document the things they have learned ..."
My modus operandi is to nurture trust among students but also to trust in them. How could this be accomplished when confronted with an endless column of faceless names and numbers, numbers that students themselves have become accustomed to being?
The World Digital Library provides free access to manuscripts, rare books, maps, photographs, and other important cultural documents from all countries and cultures, in Arabic, Chinese, English, French, Portuguese, Russian and Spanish.
Forget the cat videos, YouTube has matured into one of the biggest resources for educational content ever. While it may not be as organized as Khan Academy, it’s likely got what you need if you do a little digging. You can find videos that make the subject of your lesson more applicable to students’ everyday lives. You can teach students video production and editing skills through projects and upload the videos to your classes YouTube channel.
There’s tons of reasons YouTube should be a part of most classrooms:
IT’S OPEN! IT’S FREE! IT’S ONLINE! IT’S READY! For the last two weeks I have been frantically re-editing my online open textbook, ‘Teaching in a Digital Age.’ I am relieved and pleased to announce that the book is now finished – or at least as finished as an open online textbook will be, as it’s possible, indeed essential, to continue to add or remove materials to keep it up to date.
So if you get the chance, log in to the book, have a look at it, and, if you can find the time, send me your comments.
The target group
The audience I am reaching out for are primarily: - college and university instructors anxious to improve their teaching or facing major challenges in the classroom,
- school teachers, particularly in secondary or high schools anxious to ensure their students are ready for either post-secondary education or a rapidly changing and highly uncertain job market.
In the infographic, Blended and Online Assessment Taxonomy, we have organized types of activities that suit various levels of assessments (2001) starting with remember, understand, and apply in the first row. Assessment activities like matching, multiple choice, and word problems fall among these lower levels of learning. Grading and feedback criteria for these levels of learning are very objective and include answer keys and checklists. One key advantage of using assessments in these levels is that often grading and feedback criteria are objective enough to be computer automated in the blended or online environment.
The second row of our infographic includes higher levels of active learning including analyze, evaluate, and create. Engaging curriculum whether face-to-face, blended, or online push student performances to these levels of learning; however, these assessments are less conducive to automated feedback systems as rubrics typically require intelligent judgment. The appropriate level of learning for any assessment should be determined by the learning objective(s).
E kaha ana tātou ki te hopu i te ākonga kua whakakapi noa i te mahi nā tētehi atu, e kaha ana rānei ki te whakaako i te tikanga tāpiritanga me te rārangi pukapuka? He whai hapa? He whai akoranga rānei?
dWhen I wrote my thesis on Democracy and International Law, I stated that within the next few decades representative democracy would become obsolete because the internet would enable citizens to debate directly with each other and make decisions online.
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