Under what conditions will students remember something learned from an experience so that they can use it to solve a new challenge?
"When students grappled with an engaging problem, they remembered their explanations . . . When they put a lot of effort into figuring out an answer, they came to understand the relationship between evidence and explanation."
I ended my last post by writing that attaining the top stage of popular models of technology integration was often equated with "success." I stated that it was "unfortunate." Why? The top stage in each model (and similar ones) implies that when the teacher has reached this apex of implementation, students are thoroughly engaged…
Current definitions of technology integration are a conceptual swamp. Some definitions focus on the technology itself and student access to the devices and software. Some concentrate on the technologies as tools to help teachers and students reach curricular and instructional goals. Some mix a definition with what constitutes success or effective use of devices and…
New models are being tested and used to harness potential of digital age, speaker says | Higher education in the digital age is radically remaking the models by which it delivers its content, the leader of a higher education technology association said.
How to avoid the Top eLearning Design Traps. Check the Top 10 eLearning Design Traps To Avoid!
Melissa Tothero's insight:
No Instructional Design. Content simply published online is not eLearning and won’t yield positive results. Sound Instructional Design is the foundation of success for your eLearning. You wouldn’t build a house without plans, right?
Technology integration is not a binary choice: you either do it or you don’t. Anyone who has taught, observed classrooms and thought about what it means to include electronic devices and software into daily lessons knows that technology integration, like raising a child, learning to drive or cultivating a garden, is a process--not an either/or…
Beginning last spring, I began publishing posts of classrooms in which I observed lessons (see here and here). These posts were one part of a larger research project on technology integration (see here). Two questions have guided the case study design of the project: How have classroom, school, and district exemplars of technology integration been fully…
Harvard, MIT report provides new insights on an evolving space | A Harvard and MIT study’s findings suggest that teachers often constitute a significant portion of the participants in MOOCs; that learner intentions matter; and that those with financial stakes have higher completion rates.
Melissa Tothero's insight:
Participation in HarvardX and MITx open online courses has grown steadily, while participation in repeated courses has declined and then stabilized.
A slight majority of MOOC students are seeking certification, and many participants are teachers.
Academic areas matter when it comes to participation, certification, and course networks.
Those opting for fee-based, ID-verified certificates certify at higher rates.
iPad use in formal learning environments, by all accounts, is soaring. Due to the almost magical ways it promotes interaction, that makes sense. But when learners are using the iPad, what are they doing? What exactly?...
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