In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
Twitter is a fascinating adventure of relationships, entertainment, education, and fun. Now imagine layering on a few dozen powerups.That’s how it feels sometimes when you find just the right Twitter tool. And there’s a tool for practically every desire or whim.Tools for productivity, for efficiency, for research, and so much more. With such a generous API, Twitter tools have become legion—and we social sharers are better off for it.
At Buffer, we tend to come across a fair share of social media tools. We’ve collected a great bunch to share with you! Here are all the tools we’ve found helpful and many more that we’re excited to try. If there’s a free Twitter tool out there, you’re likely to find a mention here in our list. ...
Having SM apps is all well and good but how we behave in our SM circles is what concerns me as a pedagogue! This blog provides not only the affordances of the 'Twitter' apps but their potential for teaching and learning which can be explored from this site. I would still ask more questions before use with students - but that's me!
Elana Leoni, Edutopia's Social Media Marketing Manager, is back from ASCD's annual conference with ten tips to become a connected educator, including making the time to connect, following educators you respect, and being open to making mistakes. (Updated 10/2013)
Why do I characterize this explanation as a flipped classroom and not flipped learning? Because, contrary to popular belief, these terms are not synonymous. Yet nearly every article written on these topics mistakenly equates them.
While acknowledging that the whole concept of self-determination – or ‘Google learning’ as it has been called, pejoratively, in certain circles – is fraught with the potential for missing the point, being distracted into rabbit warrens or just getting bad information, we would like to emphasise that this is only a potential.
===> Any learning theory is only as good as the way in which it is applied and worked through, and we have seen it produce highly successful results where correctly applied, in the right circumstances. <===
Watch this space for chapter and verse, as we will soon be publishing case studies of several recent programmes that feature high levels of learner self-direction.
Learners are changing, learning is changing – and heutagogy can give important clues about rebalancing the burden of responsibilities and permissions in an always-on, networked, instructorless, post-course world.
This definitely demands some attention. As an ever reflective practitioner of teaching and learning I need to dig deeper when models and ways of thinking challenge those that I already hold as 'almost sacred'.
Thank you for sharing this find! Looking forward to exploring.
The results of the project have been published in a form of a magazine "Designing the future classroom" Nº2, available in five languages. The articles include stories from teachers and project partners, as well as a preview to the iTEC school pilot results and training activities, including the Future Classroom Scenarios course.
This magazine supplies interesting data on the way in which teachers (overseas) are addressing the way in which pedagogy has had to change to ensure their students are being given every advantage possible! The narratives are thought provoking and further links are provided so the reader can continue to scope the journey of the various authors.
Through a community of students, educators, and librarians focusing on the future of higher education, Cengage Learning has developed integrated learning and research solutions that can increase student engagement, learning outcomes, and promote academic and professional development.
Without student voice those of us in the tertiary sector might as well move on, retire or find a different career. Student voice will only become stronger and the value it holds will steer the future of teaching and learning. Let's listen, learn and move into action...
Many studies show us that our brains prefer storytelling to facts.When we read facts, only the language parts of our brains work to understand the meaning. When we read a story, the language parts of our brains and any other part of the brain that we would use if we were actually experiencing what we’re reading, light up.This means that it’s easier for us to remember stories than facts. Our brains can't make major distinctions between a story we’re reading about and something we are actually doing....
Something about telling our stories can often keep us in loops of despair and darkness but in sharing them these clouds can often lift and lead to empowerment and engagement with the world around us again!
This is a great infographic suggesting how physiological aspects are affected by storytelling...believe it or not - do the research and make your own mind up!
Commercial aspects aside and the idea of branding, how could this concept work in educational environments? Need to give this more thought...ideas anyone - very welcome!
New Zealand has a long history distance education in the schools sector, beginning with The Correspondence School over 90 years ago. Similar to many jurisdictions, as technology has evolved the schools sector has also evolved in how it has used that technology to provide learning opportunities at a distance. Each technology – from the print-based correspondence model to the current Internet-based virtual learning model – has forced educators to re-think how these educational opportunities are structured and delivered.
Predicting where we are at now wasn't an easy task for those before us. The tsunami of information, the transmission, curating and manipulation of that has required a new way of behaving, working, thinking and yes - predicting what the next 20-50 years will bring! Worth a read - thanks Derek for sharing this.
This is definately something that anyone in the coming new century needs to learn how to do effectively. Do we want regurgitation or depth of learning from knowledge gained? I value, for example, how Scoop.it allows for the 'web interface' to be looked after, by them ,and the curation and learning happens with us!
Project RED is a national research and advocacy plan to investigate how technology can help us re-engineer our education system.
Maria Persson's insight:
Although Project RED resides in an American context, K-12, it still has some very pertinent findings that should impact the way in which we view and do education in our own settings. The seven key findings from this comprehensive study are useful platforms for further conversations, whatever our contexts:
1). Project RED has identified the nine key implementation factors (KIFs) that are linked most strongly to the education success measures.
2). Properly implemented technology saves money.
3). 1:1 schools employing key implementation factors outperform all schools and all other 1:1 schools.
4). The principal’s ability to lead change is critical. Change must be modeled and championed at the principal level.
For 5, 6, and 7 - READ these findings here - exciting info:
Jury still out on this one for me as I have to make time to have a proper play but anything with across platform potential is good! I think that if it is accessible for students and easy to use then it will have my vote. Thanks for sharing this - will comment again once I've created something.
I think I can say with confidence that this tool has real potential for teachers and students to work with for learning and assesment purposes even! So simple and easy to use and the end results are professional looking! Love it!