Based on the headline and framing of the article, you might be tempted to think that the problem is that lecture is ineffective and that data might be able to fix it. But that’s not really it. (Nor is the problem that students are stupid and lazy, which you might get from the comment section.) Actually I think Samson himself nails the problem:
He is not shy about admitting where teaching falls on the list of priorities for most of his peers: a distant third, after publishing articles and landing research grants. “Instructors want to do the right thing,” he says. “They’re just busy guys, and they don’t sense that the bean-counting is heavily weighted toward the teaching.”
In that one quote, you get everything you need to know about why traditional instructor-centered teaching still reigns supreme on many university campuses, despite mountains of evidence, not to mention anecdotes, that interactive-engagement methods are far more effective. It all boils down to that one word:Priorities.
" If you really want something to happen, you make it a priority and make the time. I have to conclude that I think many universities, and sadly many faculty, say that they want effective teaching and high student performance, but they don’t want it badly enough to make sacrifices for it."
From the Campus Technology report: "Campus IT is a disjointed effort at most campuses. For example, in more than four out of five colleges and universities, IT professionals report that they do not regularly develop joint plans with academic departments for IT initiatives. These are some of the results that came out of a survey of 152 higher ed IT people in June by MeriTalk, a government-focused Web site."
Die Uni Mainz ist Vorreiter bei Klausuren am Computer, zur Prüfungshochsaison nehmen die Maschinen den Dozenten viel Arbeit ab und korrigieren binnen Sekunden. Doch das Hochschulmagazin "duz" zeigt: E-Klausur haben Tücken.
The iPad came out of the Apple chute in 2010 like gangbusters, setting all kinds of sales records. Schools picked up on the iPad too. But the tablet is a fad, we argue; it will pass away in short order (two to three years) because it is neither a mobile device nor a work device – and folks (and schools, we should hope) want those two types of devices!
"the implications for K-12 schools ... if our prediction about the tablets’ demise is right ... or wrong?
Schools and districts are rolling out iPads from kindergarten to grade 5, one grade per year. If we are right, then there may well be precious few tablets for those 4th and 5th graders! It doesn’t matter whether we are right or wrong: schools are going BYOD — Bring Your Own Device, and thus it is students — and their parents — that will determine what devices are brought into the classroom. It doesn’t matter whether we are right or wrong: Schools will come to see that, at least for K-5 or even K-8, smartphones — not tablets - are the appropriate learning tool. (Wheeling in the laptop cart when a long writing project is assigned.) One can always hope!"
“Corporate MOOCs will be the big trend in 2014” schrieb vor einigen Monaten der kanadische Bildungsexperte George Siemens. Ob es wirklich hierzulande ein „big trend“ ist, darüber mag man streiten. Doch MOOCs sind ein Thema auf Konferenzen und in Workshops und haben längst das Interesse vieler Unternehmen geweckt, die jetzt ihre Online-Angebote für Mitarbeiter, Partner und Kunden auf den Prüfstand stellen. Dabei sind MOOCs nur eine aktuelle Form des Lehrens und Lernens, mit der eine Antwort auf eine Reihe drängender Anforderungen verbunden wird. Die Rede ist von der Flexibilisierung und Virtualisierung der Arbeit, von immer kürzeren Produktzyklen, von Innovationsdruck, Vernetzung, vom technologischen und demografischen Wandel und, nicht zuletzt, Kostendruck.
Vor diesem Hintergrund wächst der Druck auf Corporate Learning, Programme, Angebote und Leistungen entsprechend anzupassen. Längst ist deutlich, dass das Lernen in der Cloud aus einem zukunftsfähigen und innovativen Portfolio nicht mehr wegzudenken ist. Doch von E-Learning wird bereits seit 1998 gesprochen, als Jay Cross, so wird kolportiert, das erste Mal den Begriff nutzte, um das netzgestützte Lernen zu beschreiben. Was also ist neu, wenn wir heute auf das Lernen in der Cloud blicken? Hier ein Überblick über die wichtigsten Trends:
A few days ago Google released a few interesting updates to its Drive applications. One important update that I want to share with you today is called "Suggested Edits". This new feature is great for collaborative work on Google Docs. Before, when you share a Google document with your collaborators and grant them the editing rights they can edit anything in it. But with "Suggested Edits" you, as the owner of the document, can control this editing process by allowing collaborators to make only suggestions which you can either accept or reject. This new feature is not available on Google Docs for mobile.
Das Zentrale eLearning-Büro der Universität Hamburg hat die 12. Ausgabe des „Hamburger eLearning-Magazins” herausgegeben. Die Ausgabe beschäftigt sich mit dem Thema „eLearning in der Erziehungswissenschaft”..
Assumption #1 (Self-Concept) Create learning experiences that offer minimum instruction and maximum autonomy.
Assumption #2 (Adult Learner Experience) Include a wide range of instructional design models and theories to appeal to varied experience levels and backgrounds. Assumption #3 (Readiness to Learn) Utilize social media and online collaboration tools to tie learning to social development.
Assumption #4 (Orientation to Learning) Emphasize how the subject matter is going to solve problems that an adult learner regularly encounters. Assumption #5 (Motivation to Learn) There must be a valid reason behind every eLearning course, module or educational activity.
Principle of Andragogy#1 Adults must have a hand in the design and development of their learning experience.
Principle of Andragogy#2 Experience should be at the root of all eLearning tasks and activities.
Principle of Andragogy #3 Real life applications and benefits must be tied to the eLearning course.
Principle of Andragogy #4 Give adult learners the opportunity to absorb information, rather than memorizing it.
Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers. Hundreds of them. While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand."
I have a confession to make. I was wrong. You see, I once thought that teaching was lecturing, and I thought that because that is how my graduate mentors taught me to teach.
But I was wrong. Studies have shown that lecturing has little to do with teaching. A University of Maryland study found that right after a physics lecture, almost none of the students could answer the question: “What was the lecture you just heard about?” Another physics professor simply asked students about the material that he had presented only 15 minutes earlier, and he found that only ten percent showed any sign of remembering it (Freedman, 2012).
"With so much attention given to elearning today, the seemingly minor details start to take on a greater significance. Major universities are using elearning to deliver their courses to a larger audience, so it only makes sense that the smaller items are examined more closely. In particular, does color impact the effectiveness of training?"
Choosing books to take on holiday has got more difficult in recent years. Now it is a question not just of what to read but how – on paper, tablet, e-reader, or perhaps even a phone – and people have strong opinions on which is best. But is there