Educational Mixology
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Educational Mixology
It's what you learn after you know it all that counts. (H. Truman)
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My philosophy of blended learning & teaching

My philosophy of blended learning & teaching | Educational Mixology | Scoop.it

Shake and shake

The catsup bottle;

First a little

Then a lottle.

 

~Poem is a remix of Ogden Nash and R.W. Armour

~Image courtesy Martin Dufort, Jan 2011, in Flickr CC

Sue Hellman's insight:

My intention here is to convey the sense that positive persistence and finding the right starting point -- or point of connection --  will payoff when it comes to fostering change (& LEARNING = CHANGE). 

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Neuroscience & the Classroom

Neuroscience & the Classroom | Educational Mixology | Scoop.it

"Insights drawn from neuroscience not only provide educators with a scientific basis for understanding some of the best practices in teaching, but also offer a new lens through which to look at the problems teachers grapple with every day. By gaining insights into how the brain works—and how students actually learn—teachers will be able to create their own solutions to the classroom challenges."

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Teacher-Centered, Learner-Centered or All of the Above | Faculty Focus

Teacher-Centered, Learner-Centered or All of the Above | Faculty Focus | Educational Mixology | Scoop.it

"Parker [Palmer --earlier intereviewed by this blogger] writes that academics [and I think many educators] have a tendency to 'think the world apart.' 'We look at the world through analytical lenses. We see everything as this or that, plus or minus, on or off, black or white; and we fragment reality into an endless series of either-ors.' (p. 64) I see us doing this as teachers and I can’t think of a better example than how being teacher-centered is juxtaposed with being learner-centered..


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Student engagement wiki a success at UNB | University Affairs

Student engagement wiki a success at UNB | University Affairs | Educational Mixology | Scoop.it
The UNB Centre for Enhanced Teaching and Learning has created a helpful resource for teachers to share ideas.
Sue Hellman's insight:

Only available to UNB faculty -- but an interesting model for informal collaboration.

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Bloom's taxonomy page in Scientific teaching and engaged learning (building capacity for expert thinking)

Bloom's taxonomy page in Scientific  teaching and engaged learning (building capacity for expert thinking) | Educational Mixology | Scoop.it

This is my collection of various adaptations and reworkings of the original Bloom. Some may be repeats from here, but most are not.

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The 10 Least Stressful Jobs of 2013 | Kyle Kensing

The 10 Least Stressful Jobs of 2013 | Kyle Kensing | Educational Mixology | Scoop.it

"University professor tops the CareerCast.com Jobs Rated report of least stressful careers for 2013. The field’s high growth opportunities, low health risks and substantial pay provide a low-stress environment that's the envy of many career professionals."

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A Neurologist Makes the Case for Teaching Teachers About the Brain

A Neurologist Makes the Case for Teaching Teachers About the Brain | Educational Mixology | Scoop.it

"Neuroscience should be required for all students [of education] . . . to familiarize them with the orienting concepts [of] the field, the culture of scientific inquiry, and the special demands of what qualifies as scientifically based education research." - Eisenhart & DeHaan, 2005

 

"Do you recall some of your college professors who knew their subject matter but had zero teaching skills? Staying awake in their one-way-directed lecture classes required Herculean strength (or lots of coffee). They were never trained to develop the skillset of engagement strategies."

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(re)Designing for Learning in a Digital World

These slides are part of a keynote speech delivered to staff at Massey University in Palmerston North and Wellington, in New Zealand on 24-25 November, 2011.

 

The text version gives a little more content -- http://www.slideshare.net/timbuckteeth/redesigning-learning-spaces-for-a-digital-world#text-version

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SocialLearn - Homepage

SocialLearn - Homepage | Educational Mixology | Scoop.it

From the blog at http://www.open.ac.uk/blogs/sociallearn/?p=66

 

"SocialLearn is an experimental online learning space on an early release. The latest evolution in virtual learning, SocialLearn combines social networking, Open University and wider web resources and user-generated content to support informal learners.

 

Developed in response to feedback about the need for informal learning spaces, SocialLearn is open to anyone and entirely free.

The platform is aimed at those who want to advance their personal learning, no matter what subject, and will continue to develop as the community grows. Key features of SocialLearn include:

~ Learning Paths – user-generated ‘playlists’ of learning resources provide step-by-step guides to help explain  ideas and help people progress in their informal studies

~ A virtual ‘backpack’ enables users to bookmark, comment and rate any website they visit, and import materials back into their own

~ SocialLearn portal – creating a personalised ‘scrapbook’ of learning materials from across the web.

~Social networking tools such as status updates, friends and followers, ratings and the ability to create communities of like-minded learners

~ Experimental learning recommendations personalise the experience and guide users towards relevant content and people across the web."

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envisioning-the-future-of-education.png (1600x2263 pixels)

envisioning-the-future-of-education.png (1600x2263 pixels) | Educational Mixology | Scoop.it

Educators have the responsibilty to prepare people for the future, but our best practices are based on experience which by definition is roote in the past, This graphic tries to look decades into the future to give a visual representation of ways that emerging technologies are likely to influence education. 

 

The implication here is that one can predict future trends by projecting past and current experience forward. I wonder if this is so?

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Student Engagement Literature Review (U of Alberta, 2011)

The themes and ideas that surface most often in the literature are: embedded collaboration, integrated technology, inquiry-based learning, assessment for learning, and making learning interdisciplinary and relevant to real life. p.5
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Students in Free Online Courses Form Groups to Study and Socialize - Wired Campus - The Chronicle of Higher Education

Students in Free Online Courses Form Groups to Study and Socialize - Wired Campus - The Chronicle of Higher Education | Educational Mixology | Scoop.it
"As enrollment has rapidly increased in free online classes, also known as Massive Open Online Courses, or MOOC’s, students are increasingly forming groups, both online and in the real world, to study and socialize."
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Assessing Quality in Higher Education (2001)

"By 'value added' we mean what is improved about students' capabilities or knowledge as a consequence of their education at a particular college or university. Measuring value requires having assessments of students' development or attainments as they begin college, and assessments of those same students after they have had the full benefit of their education at the college. Value added is the difference between their attainments when they have completed their education and what they had already attained by the time they began. Value added is the difference a college makes in their education."

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Combining Blended Learning and Online Learning | Power & Vaugn.pdf

Two traditions meet: university teaching (syncrhonous) and distance education (asynchronous)

 

More publications by Norm Vaugn (Mt. Royal) and Michael Power (Laval) at http://www.bold-research.org/index.php?option=com_content&view=article&id=8&Itemid=4&lang=en ;

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Jump over to Educational Mixology 2 for specific tools and strategies | Scoop.it

Jump over to Educational Mixology 2 for specific tools and strategies | Scoop.it | Educational Mixology | Scoop.it

From high tech to not tech, these suggestions can help you build greater student success and deepen their participation by turning instructional spaces into learning forums.

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Learning and Teaching at BCIT

Learning and Teaching at BCIT | Educational Mixology | Scoop.it

Information, commentary and news items for instructors, instructional designers, educational technologists and anyone else who has an interest in teaching and learning in higher education.

Published by the Learning & Teaching Centre at the British Columbia Institute of Technology.

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FROM ME TO WII: ENGAGING MILLENNIAL STUDENTS | UNB Saint John

Sue Hellman's insight:

Interesting section on p.4: Do ‘Millennials’ have a sense of entitlement?

 

"Twenge (2006) attributes this to the self esteem move- ment and helicopter parenting: we do not disrupt their self esteem by correcting their mistakes. This be- comes really apparent when the students are in their upper years of post secondary education where they are expected to work independently and take initiative for their learning. A consequence of this lack of cor- rection is that when the majority of the ‘Millennials’ reach adulthood and enter the workforce, there will be a strong dissonance between what they’ve been told and the reality they encounter. For employers and educators, the goal is to set boundaries, challenge them and make the ‘Millennials’ take responsibility. The understanding is that they are not lacking in en- thusiasm, but lack the knowledge of the structure."

 

I think the implication is that 21st c. students bring a different set of skills to the higher education table. Consequently their needs are also different from what 'ours' were. This means that we need to make better use of what they bring and school them more deliberately in what they need. As always the essential question should be: 'How to we get fhem from what they know/have/cando to what they need?

 

 

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NSSE Home

NSSE Home | Educational Mixology | Scoop.it
"This extensive report, published annually in early November, disseminates new research on the quality of students’ educational experiences. This is an American study."
Sue Hellman's insight:

See also the http://bl-educ-cprtest.ads.iu.edu/SAS/rb_nsse.html tab whereby you can create your a customized report using their data.

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What Neuroscience Can Teach Leaders

What Neuroscience Can Teach Leaders | Educational Mixology | Scoop.it
From brain science comes optimism. Ignore its power, and you'll deprive yourself and your workers of greater skills

 

"Here’s the bottom line: We are all creatures of habit. It takes real effort to alter the pathways those habits form in our brains, whether we’re talking about eating, listening, or remembering to floss our teeth. But those pathways have far more plasticity than originally thought, meaning we can learn new and smarter ways of doing things at any age if we make the effort."

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Changes for Quality Assurance in an Education 3.0 World | Derek Keats.pdf

Sue Hellman's insight:

If it doesn't load, click the heading.

 

You may not agree with it, but some of the ideas are useful when reconceptualizing the changing role of students as we shift educationap paradigms. Whose job is it to prepare them for their new roles and responsibilties?

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"The scientific approach to teaching..." - Eric Mazur at ALT-C 2012

"The scientific approach to teaching: Research as a basis for course design" Keynote speech by Eric Mazur, Balkanski Professor of Physics and Applied Physics...
Sue Hellman's insight:

"What is important is not what the teacher does in front of the students  but what happens inside the brains of the students."

 

32min: faulty recall: the brain stores models not facts. Students come to class with prior learning. When they hear/see something that contradicts, this is cognitive dissonance & the student wonders why. But before he/she has time to think about it, the lecture moves on. Without time to readjust the mental model, & the memory of the faulty understanding is strengthened & the experience becomes evidence that the faulty understanding is correct!

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Sue Hellman's comment, January 12, 2013 1:46 PM
I think the same approach holds for fostering a change in how educators see their role with respect to teaching and learning.
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Openness in Education MOOC | Rory McGreal and George Siemens (Sept. -Dec. 2012)

Openness in Education MOOC | Rory McGreal and George Siemens (Sept. -Dec. 2012) | Educational Mixology | Scoop.it

"Openness in content, data, government, and access is influencing organizations of all types. Education is influenced heavily: open educational resources and open teaching hold potential to disrupt the full spectrum of education: policy, learning development, delivery, and accreditation.

 

This course will offer a detailed overview of the history of openness in education, current trends including legal and technological developments, as well as future directions. Educators in all sectors (primary, secondary, and higher education), as well as administrators, will benefit from being well informed of trends and the organizational impact of open education."

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Collection of Higher Ed Print Ads

Collection of Higher Ed Print Ads | Educational Mixology | Scoop.it
I always think it is a valuable exercise to look at the variety of advertising produced by institutions across the country. What follows are a few examples of ads that I’ve stumbled upon rece...
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How-to Remain Relevant in Higher Ed with ‘Active Learning’

How-to Remain Relevant in Higher Ed with ‘Active Learning’ | Educational Mixology | Scoop.it
Posts about Carey and Carey Instructional Design Model written by onlinelearninginsights --"Active learning…. the topic frequently polarizes faculty. Active learning has attracted strong advocates … looking for alternatives to traditional teaching methods, while skeptical faculty regard active learning as another in a long line of educational fads.” (Prince, 2004)"
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