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The Flipped Approach to a Learner-Centered Class - Magna Publications

The Flipped Approach to a Learner-Centered Class - Magna Publications | Active learning in Higher Education | Scoop.it
In a flipped classroom, students watch lectures outside of class and complete homework during class. Become learner-centered and flip your classroom.
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Active learning in Higher Education
Strategies for more effective student-centred, authentic engagement in the higher education context
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Will the University of Adelaide's lecture phase-out be a flop?

Will the University of Adelaide's lecture phase-out be a flop? | Active learning in Higher Education | Scoop.it
The University of Adelaide is planning to completely phase out lectures. Is this change good for learning?
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The Skills Gap and the New Economy: Implications for Low-Income Students | GE Foundation Whitepaper

The Skills Gap and the New Economy: Implications for Low-Income Students | GE Foundation Whitepaper | Active learning in Higher Education | Scoop.it

This week, the GE Foundation released a solutions-driven white paper, titled "The Skills Gap and the New Economy: Implications for Low-Income Students," that outlines strategic steps needed to help low-income students succeed in college and career.

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Using Google Tools in Project-Based Learning Infographic | PBL | eSkills

Using Google Tools in Project-Based Learning Infographic | PBL | eSkills | Active learning in Higher Education | Scoop.it
The Using Google Tools in Project-Based Learning Infographic presents how teachers can use google apps in project-based learning to streamline learning.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=PBL

 


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Karen Dunlap's curator insight, June 21, 9:51 AM

Fantastic framework! 

Ajo Monzó's curator insight, June 23, 6:02 AM

Aplicaciones de Google en el aprendizaje basado en proyectos. Infografia útil y clarificadora!

Lee Hall's curator insight, June 23, 10:30 AM

More reasons to use Google apps for education with your students. 

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A Guide for Making Any Question an Essential Question

A Guide for Making Any Question an Essential Question | Active learning in Higher Education | Scoop.it
Use this simple guide to help you turn any basic non-essential question into an essential question for developing critical thinking skills.
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Sugata Mitra: Learn to Think Like a Kid | WIRED

Sugata Mitra: Learn to Think Like a Kid | WIRED | Active learning in Higher Education | Scoop.it
Through what I call “self-organized learning environments.” This is when a semi-chaotic group of learners with no supervision are asked a big question, then go find the answer. Kids have a natural curiosity—they always want to know ‘why?’ So if you can learn science in the process of answering big questions, they remember that information.
Kim Flintoff's insight:

And so it seems with Challenge-based learning.

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How Unconventional, Experiential Learning Is Reshaping Higher Education

How Unconventional, Experiential Learning Is Reshaping Higher Education | Active learning in Higher Education | Scoop.it
In this article, I highlight the dynamic diversity of unconventional, experiential learning providers and related exemplars, who promote fairly personalized instruction, who do not merely instruct online, and who are not degree-granting programs or institutions. These exemplars — the majority related to entrepreneurship — are by no means comprehensive. I caught up with these folks recently.
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Educational Leadership:Teaching with Mobile Tech:How to Transform Teaching with Tablets

Educational Leadership:Teaching with Mobile Tech:How to Transform Teaching with Tablets | Active learning in Higher Education | Scoop.it

During one of our first visits to an iPad school, students told us that their favorite use of the tablet was for note taking. They had an app that enabled them to leave their paper notebooks at home and organize their notes in one place. We're not opposed to gains in productivity, but if all tablet computers do is replace notebooks with notebook apps, we're unlikely to look back on the United States' investment in tablets with much enthusiasm.

Getting computing devices into schools is relatively easy; changing classroom practice with technology is really, really hard. Over the past century, radio, television, video cassette recorders, desktop computers, laptop computers, handheld devices, tablets, and cell phones have all been heralded as potentially transformative classroom tools (Cuban, 1986, 2003). With every generation of computing technology, a small group of educators has been able to use new tools in transformative ways, but on the whole, classroom practices have proven stubbornly resistant to change. Consider this thought experiment: If you could take all the money that schools invested in computer labs in the 1980s and 1990s, would you spend that money again on those labs?

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Will at Work Learning: Mythical Retention Data & The Corrupted Cone

Will at Work Learning: Mythical Retention Data & The Corrupted Cone | Active learning in Higher Education | Scoop.it

Edgar Dale (1900-1985) was an American educator who is best known for developing “Dale’s Cone of Experience” (the cone above) and for his work on how to incorporate audio-visual materials into the classroom learning experience. The image above was photocopied directly from his book, Audio-visual methods in teaching (from the 1969 edition).

You’ll note that Dale included no numbers in his cone. He also warned his readers not to take the cone too literally.

Unfortunately, someone somewhere decided to add the misleading numbers.

Conclusions:

 

The learning industry also has responsibilities.

Educational institutions must ensure that validated information is more likely to be conveyed to their students, within the bounds of academic freedom…of course.Educational institutions must teach their students how to be good consumers of “research,” “data,” and information (more generally).Trade organizations must provide better introductory education for their members; more myth-busting articles, blog posts, videos, etc.; and push a stronger evidence-based-practice agenda.Researchers have to partner with research translators more often to get research-based information to real-world practitioners.
Kim Flintoff's insight:

As evidence-based practitioners, all teachers are now charged with considering the implications for teaching and learning.  Many of us have assumed the validity of the memes that have been circulating. 

As teachers we often claim to be informed but I suspect most of us are more trusting than critical when we are offered information in professional development settings.  And few of us conduct our own studies.

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Flipped Learning: The Big Picture

Flipped Learning: The Big Picture | Active learning in Higher Education | Scoop.it
As we progress rapidly into the middle of the second decade of the 21st century, questions continue to be raised about how education addresses the ever ..

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HJJP's curator insight, April 29, 12:22 AM

We really should ask whether the current education system addresses the needs of the future, even the present. Is this education model proven, and thus ideal? or Should we revisit what we do? how we do it? What we teach? Who we teach it to? and even When we teach it?

 

I am a believer in innovation, and I feel education and training have not kept up with the times. A deep revolution is necessary, but who is ready to do it??

 

Elizabeth Roman's curator insight, April 29, 8:44 PM

Infografía sobre el aprendizaje invertido: ¿Qué apoyo se necesita? ¿Qué se hace dentro y qué se hace fuera del aula?

Willem Kuypers's curator insight, April 30, 2:45 AM

Un de plus sur la classe inversée.

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Flipping the Classroom | Center for Teaching | Vanderbilt University

Flipping the Classroom | Center for Teaching | Vanderbilt University | Active learning in Higher Education | Scoop.it
The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson promoted the use of this approach in their book Effective Grading (1998). They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning (synthesizing, analyzing, problem-solving, etc.) in class.
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The Difference Between Skilled Learners and Good Students - InformED

The Difference Between Skilled Learners and Good Students - InformED | Active learning in Higher Education | Scoop.it

The skilled learners of the world don’t always excel in their studies. And I don’t mean Gates and Einstein. I’m talking about the huge number of people who are passionate about knowledge, who have a real knack for remembering facts, who are self-taught musicians and casual scholars. People who ignore homework because it’s boring to them, fail geometry because their teacher makes it boring to them, don’t listen to lectures because they’d rather absorb the information themselves. These people aren’t good students; they’re natural learners. And we’re doing them–and the world– a disservice by treating them like second class citizens.


Via Tom D'Amico (@TDOttawa)
Kim Flintoff's insight:

The challenge is offering opportunities for meaningful engagement of skilled learners.  Not everyone comfortably jumps through other people's hoops.  Higher Education is charged with ways of enabling skilled learners to set up their own hoops.

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Willem Kuypers's curator insight, April 20, 1:35 AM

Très juste par rapport à la réalité du terrain : il y a les étudiants et les apprenants (et un continuum entre les deux).

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Engaging Students with Active Learning -- Campus Technology

Engaging Students with Active Learning -- Campus Technology | Active learning in Higher Education | Scoop.it
According to Perry Samson, Arthur F. Thurnau Professor at University of Michigan, if your goal is to improve student outcomes, employ active learning techniques.
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Making Learning Interactive

Making Learning Interactive | Active learning in Higher Education | Scoop.it

Mary Alice Anderson:

 

"Last September I introduced the recently published Student Discovery Sets from the Library of Congress. These ebooks are collections of primary source sets designed to provide interactive, inquiry learning while introducing students to primary sources on common curricular topics."


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Kim Flintoff's insight:

Inquiry and challenge models work well at all levels

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Dennis T OConnor's curator insight, April 8, 12:31 PM

Mary Alice Anderson is a great librarian and online teacher. Check out  Teaching Digital Media Literacy in the Content Areas: Teaching with Primary SourcesShe received a Top Online Educator recognition from Walter McKenzie's Surf Aquarium.

jane fullerton's curator insight, April 9, 8:59 AM

Love these ideas for using the Library of Cngress

Sandra Carswell's curator insight, April 9, 6:38 PM

Share with ELAR AND SS teachers. 

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Texting In Class May Distract Students, But It Could Also Help Them Learn

Texting In Class May Distract Students, But It Could Also Help Them Learn | Active learning in Higher Education | Scoop.it
Gone are the days when kids would get in trouble for passing notes in class. Today’s youngsters are much more sophisticated, technologically speaking, than those who grew up in the days of flip phones and CD players — let alone those whose only access to a phone growing up was a spin-dial one. This means there’s a lot more texting, tweeting, and Facebooking on smartphones in your average high school or college classroom than ever before.

Does this also mean that kids today are way more distracted by the bombardment of information reaching them via their tablets and iPhones? A new study out of the National Communication Association wanted to find out whether increased smartphone and social media use in class impacted student learning — and what they found was that it had both negative and positive effects.

In the study, researchers analyzed kids who were using phones in class to respond to text messages — both relevant and irrelevant to the class material. They measured the type of messages and the frequency of them, and found that students who were texting about the material actually scored higher on multiple choice tests about the subject than those who were texting about non-class related things.

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Eric Moss's curator insight, June 29, 11:02 AM

It is time to make decisions on what we want to do for kids who are going to be on their social media devices during class time. After looking at this insightful article, I agree that being able to discuss class work with other students while class is in session is only going to help. Interestingly, the study showed that discussing materials through social media lead to greater test scores. I think that a big problem is that kids are trying to hide their devices while in class, and this is the part that is distracting them. Maybe if we implemented new technology, which allowed for students to have a built in I pad in his or her desk, allowing group chats, and online public discussions to take place, this would be beneficial. Staying on topic, posting to friends and family about what you are learning is only going to lead to a better understanding of the topic. Changing what many might view as a negative action, to a positive idea might be key when thinking about the future of our education system, and all of the social media available. Higher grades will be the reward, while lower grades will be the consequence for kids who reject using this new feature the proper way.

JoanHughes's curator insight, June 30, 5:58 AM

This article gives food for thought.  Are mobile phones being used to engage learners or do teachers see it as a distraction?

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5 Tips for Active Learning Space Design - YouTube ^ by Crhis Kobza

Chris Kobza is managing director for learning spaces at the University of Oklahoma.

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MONICA LOPEZ SIEBEN's curator insight, June 24, 2:25 AM

Cómo el espacio puede fomentar el aprendizaje. Flexibilidad para aprender mejor.

Daniel Christian's curator insight, June 24, 8:58 AM

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Agency and Opportunities for Future Educational Technologies

Agency and Opportunities for Future Educational Technologies | Active learning in Higher Education | Scoop.it
Like every other skill – from playing the piano to factoring polynomials to reasoning about the likely causes of historical events – learning how to learn requires practice. Learners need opportunities to plan out their own learning and select their own study strategies and learning resources. Learners need opportunities to monitor and evaluate the effectiveness of the strategies and resources they’ve selected in support of their own learning. Learners need to experience – and reflect on – a range of successes and failures in regulating their own learning in order to understand what works for them, and how they should approach the next learning task they encounter in school or life.
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Student Engagement with Blended Learning: 9 Unique Ideas

Student Engagement with Blended Learning: 9 Unique Ideas | Active learning in Higher Education | Scoop.it
These 9 strategies for blended learning are certain to help you engage students quickly and consistently.

Via Tom D'Amico (@TDOttawa)
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Michelle Nimchuk's curator insight, June 5, 12:53 PM

9 Great strategies to incorporate in a blended learning environment.

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Mentimeter - A free audience response system

Mentimeter - A free audience response system | Active learning in Higher Education | Scoop.it
Mentimeter allows you to use mobile phones or tablets to vote on any question you specify. Our vision is to improve the meeting between a presenter and an audience.

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Daniel Tan's curator insight, May 20, 7:40 PM

I think all these online response systems requiring the use of the students' devices are wonderful. However, is there an impact, perhaps one that might be significant enough, of the use of students' devices in that the device is personal. Do students using an older device relatively to others in the class be sensitive in its use When majority of the classmates have the latest ohone device models. Also when teachers and faculty be comfortable of students while using the devices in the exercise are distracted (actual or presumed or perceived) with other apps during that exercise? 

 

Also when the wireless access point be robust and reliable enough when it experiences a surge/flood of signals when large numbers of simultaneous responses are transmitted in a small time window. 

 

My observation is that teachers do not want to be encumbered with such distractions, uncertainty and confrontation when only partial student responses are recorded due to technical issues. The latter also leads to the technical support of student devices which is unknown (which version of OS), unfamiliar (what other apps or potential of interdependencies) and uncertainty (are you sure they are not checking on their apps while others are still thinking of their responses?)

Chris Carter's curator insight, May 20, 8:11 PM

There are a number of student response systems. The more important question, rather than which one are you using, is are you using any one at all?

MSU_TCEE's curator insight, May 26, 5:31 PM

Will cost you to get benefit of asking multiple questions, securing data & privacy, and being able to export data. $75/year for basic protections & additional questions, or $180 to add colleagues and get all Mentimeter has to offer. Device agnostic - works across platforms. Real time answers to multiple choice, open-ended or scaled responses.

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Deekit - Online Whiteboard

Deekit - Online Whiteboard | Active learning in Higher Education | Scoop.it

nicely designed whiteboardDeekit is a shared whiteboard that enables online editing using any kind of content, be it drawing, text, image, anything. A whiteboard that is available anytime, anywhere on any device.


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Suzanne's curator insight, May 10, 4:48 AM

Looks good to try out for free.

Don't like that sign in options are only through Facebook, Google or Microsoft, though.  

Liz Horrocks's curator insight, May 10, 11:26 AM

Adult and Teenage students would love this - also good for out of the classroom learning, or virtual one-to-ones. 

Gav Morris's curator insight, May 15, 4:04 AM

This looks interesting.

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CoSN 2015: 10 Reasons Flipped Classrooms Could Change Education

CoSN 2015: 10 Reasons Flipped Classrooms Could Change Education | Active learning in Higher Education | Scoop.it
A policy expert and author explains why using technology to leverage new forms of teaching excites both teachers and students.

Today's classrooms are outfitted with the latest technologies, but too often the teaching methods don't take full advantage of the options these tools afford. Flipping the classroom — inverting the time spent on lecturing and homework — can create new inroads for learning by leveraging the technology used in classrooms and at home, says Kathleen Fulton, an author and president of Fulton Creative Consulting."


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Experiential Learning | Learning By Doing | pdf | Infographic

Building on Dewey’s work , David Kolb conceptualized an experiential learning theory composed of four cyclical stages: activity and practice, review and reflections, theories and concepts, applications and case studies. Reality Works has this wonderful free visual with more insights on Kolb’s theory together with some interesting nuggets on what experiential learning is all about.

 

Thanks to ===> http://www.educatorstechnology.com/2015/04/experiential-learning-visually.html <=== for proposing this great infographic.

 

Learn more:

 

https://gustmees.wordpress.com/?s=PracTICE

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Learning+by+doing

 


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Kim Flintoff's comment, May 2, 9:08 PM
Thanks Jean-Loup, its good to be reminded how "knowledge" can drift from evidence...
Biblioteca Institut Escola Daniel Mangrané's curator insight, May 3, 2:02 AM

Ho tornem a publicar per remarcar els següents comentaris, força interessants. Us recomanem la lectura dels dos enllaços. @Jean-Loup Castaigne's comment, May 2, 4:41 PM"We retain 75% of what we do compared to 5% of what we hear." (Source: National Training Laboratories. Learning Pyramid. Bethel, Maine). This is completely wrong and a false scientific like justification. See@Jean-Loup Castaigne's comment, May 2, 4:44 PMsee alsohttp://www.willatworklearning.com/2006/05/people_remember.html

http://www.learningandteaching.info/learning/myths.htm »;

María Dolores Díaz Noguera's curator insight, May 8, 1:25 PM

Aprender haciendo...Experiential Learning | Learning By Doing | pdf | Infographic | @scoopit via @knolinfos http://sco.lt/...

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Turning Learning on its Head [blog]

Turning Learning on its Head [blog] | Active learning in Higher Education | Scoop.it
Many education reformers and education pundits have been pushing for student-centered classrooms for quite some time. The teacher should simply be a facilitator of the class, and let students construct their own knowledge. Then students, left to themselves, with their natural curiosity and inner desire to learn freed from constraints, will take ownership of their learning and become lifelong learners. The reason many have been calling for this change is that classrooms have been too teacher-centered for a long time. In another post I shared some data from the Marzano Research group that indicates classrooms across the United States are heavily teacher-centered. So I get it. We need to move away from the teacher as the sole deliverer of content. But lets not throw out the baby with the bath water.
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Joan Ganz Cooney Center - T is for Transmedia: Learning through Transmedia Play

Joan Ganz Cooney Center - T is for Transmedia: Learning through Transmedia Play | Active learning in Higher Education | Scoop.it
In recent years, transmedia has come into the spotlight among those creating and using media and technology for children. We believe that transmedia has the potential to be a valuable tool for expanded learning that addresses some of the challenges facing children growing up in the digital age. Produced by the USC Annenberg Innovation Lab and the Joan Ganz Cooney Center, this paper provides a much-needed guidebook to transmedia in the lives of children age 5-11 and its applications to storytelling, play, and learning. Building off of a review of the existing popular and scholarly literature about transmedia and children, this report identifies key links between transmedia and learning, highlights key characteristics of transmedia play, and presents core principles for and extended case studies of meaningful transmedia play experiences. The authors hope that T is for Transmedia will incite conversation among diverse stakeholders including educators, entertainment industry executives, creative artists, academic scholars, policy makers, and others interested in the future of children’s learning through transmedia.

 

http://www.joanganzcooneycenter.org/wp-content/uploads/2013/03/t_is_for_transmedia.pdf

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Where Flipped Learning Research Is Going -- Campus Technology

Where Flipped Learning Research Is Going -- Campus Technology | Active learning in Higher Education | Scoop.it
In general, research has shown that the flipped classroom model has a positive impact on student outcomes. Last year, a University of Washington "meta-analysis" of 225 studies compared student performance in undergraduate science, technology, engineering and mathematics (STEM) courses under traditional lecturing vs. active learning: "The results indicate that average examination scores improved by about 6 percent in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning," the study noted in Proceedings of the National Academy of Sciences.

Nevertheless, faculty members, provosts and centers for teaching and learning continue to try to quantify the impact of flipping, using traditional lecture classes as control groups. There is still a lot to learn and a need for more evidence and detail on the many facets of a flip.
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What does transformational teaching look like?

What does transformational teaching look like? | Active learning in Higher Education | Scoop.it

Read the accompanying blog article.

http://www.edutopia.org/blog/big-things-transformational-teachers-do-todd-finley

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