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Connected Learning

Connected Learning | Active learning in Higher Education | Scoop.it
Learn more about the research and vision behind this new approach to learning, and hear from others who are already practicing connected learning.

 

Connected learning is when you’re pursuing knowledge and expertise around something you care deeply about, and you’re supported by friends and institutions who share and recognize this common passion or purpose.

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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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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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Flipping the Emergency Medical Training Classroom — Emerging Education Technologies

Flipping the Emergency Medical Training Classroom — Emerging Education Technologies | Active learning in Higher Education | Scoop.it
Emergency Medical Technician courses are a natural for the flipped classroom It’s 17:00 and I’m walking into the high school cafeteria that is currently host to my Emergency Medical Technician class. The room is set up for maybe two hundred
Jacqui Kelly's insight:

Health Sciences has been flipping activities for a number of years and here's another example providing a detailed breakdown/example of the different active learning activities being used in place of lectures.  

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How to Integrate Live Tweets Into Your Presentation | Edudemic

How to Integrate Live Tweets Into Your Presentation | Edudemic | Active learning in Higher Education | Scoop.it
More teachers are incorporating Twitter into their lesson plans. Educators who use Twitter say it increases classroom interaction & keeps students tuned in.

Via Tom D'Amico (@TDOttawa)
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How The Activity Learning Theory Works

How The Activity Learning Theory Works | Active learning in Higher Education | Scoop.it
How The Activity Learning Theory Works 

Vygotsky’s earlier concept of mediation, which encompassed learning alongside others (Zone of Proximal Development) and through interaction with artifacts, was the basis for Engeström’s version of Activity Theory (known as Scandinavian Activity Theory). Engeström’s approach was to explain human thought processes not simply on the basis of the individual, but in the wider context of the individual’s interactions within the social world through artifacts, and specifically in situations where activities were being produced.

In Activity Theory people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals. In the social world there are many artifacts, which are seen not only as objects, but also as things that are embedded within culture, with the result that every object has cultural and/or social significance.

Tools (which can limit or enable) can also be brought to bear on the mediation of social interaction, and they influence both the behavior of the actors (those who use the tools) and also the social structure within which the actors exist (the environment, tools, artifacts). For further reading, here is Engeström’s own overview of 3 Generations of Activity Theory development. The first figure shows Second Generation AT as it is usually presented in the literature.

Via Gust MEES
Kim Flintoff's insight:

A useful framework that can move well into higher education to inform learning design.

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Francisco Velasquez's curator insight, April 1, 11:09 AM

adicionar a sua visão ...

Giacomo Bono's curator insight, April 1, 12:46 PM

Social interactions with close others, technology, and our motivation to master environments all work together to change us. An important process not represented in this otherwise cool model is close relationships with older peers and adults (i.e., community) who know kids and the learning task at hand well enough to use the ZPD to support their learning.

HC's curator insight, April 1, 7:08 PM

An interesting article on the Activity Theory where "people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals." This article explores how this theory can be applied in education, "...teachers should be aware that everything in the classroom has a cultural and social meaning. " 

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Digital storytelling handbook

This handbook is a product of the Digital Commonwealth project which sought to facilitate a creative response to the Glasgow 2014 Commonwealth Games. However, the handbook is designed to be of use to a wider range of individuals, community groups and third sector organisations interested in using digital media (blogs, audio, video and social media) to tell their stories. Please use and share!

Via Nik Peachey
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To Flip or Not to Flip Your Classroom

To Flip or Not to Flip Your Classroom | Active learning in Higher Education | Scoop.it
A teacher talks about his experience when he flipped his classroom. He thinks the question is not whether to flip, but when you should flip your classroom.

Via Becky Roehrs
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Becky Roehrs's curator insight, February 5, 4:32 PM

The instructor uses the following tools in his flipped class: Snagit, LearningpodPolldaddy, Todaysmeet, Padlet, or Voicethread


He also provides 5 recommendations, with the first one, the best: Start Slowly-start with a lesson-not a whole class!

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Why It’s Imperative to Teach Students How to Question as the Ultimate Survival Skill

Why It’s Imperative to Teach Students How to Question as the Ultimate Survival Skill | Active learning in Higher Education | Scoop.it
Are our schools doing a good job of preparing students for a world where questioning is a survival skill?

Via John Evans, Miloš Bajčetić
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How to go beyond the basics of Flipped Learning - eCampus News

How to go beyond the basics of Flipped Learning - eCampus News | Active learning in Higher Education | Scoop.it
How three different educators are going beyond basic flips with innovative strategies for flipped learning.

 

his is not your mother’s Flipped Learning.

 

Often thought of as an instructional method whereby students watch online instructional videos at home and come to class prepared to do “homework,” Flipped Learning has come a long way since its origins in 2007. The concept has since evolved to include myriad instructional methods that take the basic concept and go further in method to turn traditional higher educational learning models on their heads.

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MIT Researchers: Crowdsourced Outlines Improve Learning from Videos -- Campus Technology

MIT Researchers: Crowdsourced Outlines Improve Learning from Videos -- Campus Technology | Active learning in Higher Education | Scoop.it
A team of researchers from the Massachusetts Institute of Technology and Harvard University are using crowd-sourced conceptual outlines to help learners get more out of educational videos.

The outlines can work as navigation tools, so that "viewers already familiar with some of a video's content can skip ahead, while others can backtrack to review content they missed the first time around," according to a news release from MIT.

"That addresses one of the fundamental problems with videos," said Juho Kim, an MIT graduate student in electrical engineering and computer science and one of the paper's co-authors, in a prepared statement. "It's really hard to find the exact spots that you want to watch. You end up scrubbing on the timeline carefully and looking at thumbnails. And with educational videos, especially, it's really hard, because it's not that visually dynamic. So we thought that having this semantic information about the video really helps."
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Outrageous Acts of Science

Outrageous Acts of Science | Active learning in Higher Education | Scoop.it
The internet is an extensive archive of people doing downright amazing things. Outrageous Acts of Science highlights the cream of the crop.
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Universal Skills All Learners Should Know How to Do - User Generated Education

Universal Skills All Learners Should Know How to Do - User Generated Education | Active learning in Higher Education | Scoop.it
This morning I was thinking about the things that all young people should know how to do regardless of income, geographical location, life goals, etc.  I started a list – see below.  Some have “always” been true – some are unique to this century of learning.  Let me know of any other universal skills you believe young people should know how to do.

Via John Evans
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heather bell's curator insight, December 17, 2014 10:22 PM

Adding to our thinking around UDL and the opportunities we create for learning in our classrooms

Stacy Esch's curator insight, December 19, 2014 11:08 AM

Interesting. I wonder how many of these need to be taught in college?

Mayra.Loves.Books's curator insight, December 29, 2014 4:50 PM

Great list!

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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."


Via Dennis T OConnor
Kim Flintoff's insight:

Inquiry and challenge models work well at all levels

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krysti hodges's curator insight, April 9, 12:21 AM

This is a good article for future teachers to read as it discusses the importance of using interactive learning in the classroom to enhance a child's learning experience.

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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The Flipped Learning Process Visually Explained

The Flipped Learning Process Visually Explained | Active learning in Higher Education | Scoop.it

Via WebTeachers
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Flipping the Classroom Explained - YouTube

Ready to flip your school or university class? Drop by http://www.MediaCore.com to learn more about how we can help you and your class. With the teacher at t...

Via Felix Jacomino
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Kirk Frankfurth's curator insight, February 2, 11:57 AM

Cool would like to flip my tech classes but the down side is creating all the content.

skiinglibrarian's curator insight, February 15, 8:20 PM

The short video is a powerful flipped learning tool. This video visually and audibly explains how to flip a classroom. Don't limit this though to just the classroom....it's flipped learning, wherever you and the students are.

Julie Midyett's curator insight, March 1, 10:46 AM

Great explanation on why flipping classroom works!

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3 Ways to Support Flipping Faculty -- Campus Technology

3 Ways to Support Flipping Faculty -- Campus Technology | Active learning in Higher Education | Scoop.it
In 2012, the University of Washington provost's office, information technology department and Center for Teaching and Learning (CTL) came together to develop an initiative about active learning, with a focus on flipping the classroom. They created five learning communities with a total of 62 faculty members. Each community was led by a facilitator and met every other week for a quarter.

"The agenda was designed by each faculty group," said Beth Kalikoff, director of the CTL. "It is the nature of these learning communities that the agenda is determined by the people in the room." Among the issues they addressed was how to explain the flipping concept to students. "No matter how carefully you set it up, you have to do a good job of explaining to students why you are doing this," she said.
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Ivon Prefontaine's curator insight, April 1, 11:54 PM

This is more support than most K-12 teachers in Alberta get. The question I have is how much freedom does each teacher have?

 

@ivon_ehd1

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How to Build an Active Learning Program -- Campus Technology

How to Build an Active Learning Program -- Campus Technology | Active learning in Higher Education | Scoop.it
Rather than focus on the technology itself, Sparrow advised, ask, "What do you want students to be able to do at the end of this course? What challenges are you currently facing? If we start with technology as the solution, we are going to get to the wrong answer," she said. "Start with what students need to know and do first, and how technology might fit. Sometimes it is as simple as a whiteboard or an overhead projector. If that is the technology that gets students to talk and share the kinds of problems they are solving in their class and teach those to other students, then that is the appropriate technology."
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Cutting-Edge Student-Centric Classrooms Handle Many Pedagogies at Drexel -- Campus Technology

Cutting-Edge Student-Centric Classrooms Handle Many Pedagogies at Drexel -- Campus Technology | Active learning in Higher Education | Scoop.it
Two reconfigured classrooms are facilitating student collaboration and providing flexible options for teaching and learning.
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Active Learning in the Online Classroom: Examples and Ideas

Active Learning in the Online Classroom: Examples and Ideas | Active learning in Higher Education | Scoop.it

Someone recently told me that they heard of an approach where all the boring content delivery lecture material is put online so that more active learning can take place in the classroom. They then asked me if this was the best approach for online learning? What they were describing is blended learning or the “flipped” classroom approach. Good blended classrooms have a significant amount of active learning. The active learning philosophies need not only occur in the classroom however. There are ways to leverage the online space to include active learning. Active learning is basically any part of the course that involves active “interaction” instead of just passive tasks. It engages learners into activities that help them clarify, investigate, apply, create and integrate knowledge. Consider the human-factor: any types of human interactions such as Learner-to-Learner or Learner-to-TeachingTeam qualify. However, learners can also interact with their physical or virtual environment and that can be active. Just because you have an online course, it doesn’t mean you have to design learning activities that only involve reading web-pages or textbooks all day. Here’s a list of ideas, across four categories, for active learning online:


Via Ana Cristina Pratas
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Tim Boileau's curator insight, March 11, 7:58 AM

Nice! A pragmatic list of instructional strategies to increase learner engagement in virtual learning spaces.

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Ten Reflective Questions to Ask at the End of Class - Brilliant or Insane

Ten Reflective Questions to Ask at the End of Class - Brilliant or Insane | Active learning in Higher Education | Scoop.it
How deep is your commitment to reflective practice?

Do you maintain a reflective journal? Do you blog? Do you capture and archive your reflections in a different space?

Do you consistently reserve a bit of time for your own reflective work? Do you help the learners you serve do the same?

I began creating dedicated time and space for reflection toward the end of my classroom teaching career, and the practice has followed me through my work at the WNY Young Writer’s Studio. I’ve found that it can take very little time and yet, the return on our investment has always been significant.

Via John Evans
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Darrington Lee's curator insight, March 7, 9:36 PM

I feel that it is generally important to reflect on one self after taking a lesson, this ensures we are learning on the right track and doesn't "fall off" the topic. Reflection keep us calm and collected, so we can stand back straight up even after a failure to accomplish something. This gives us a never ending space to improve and beyond than just learning, but also to persevere, take responsibility in one's learning and also to excel in things we do.

Sue Alexander's curator insight, March 9, 1:54 PM

Reflection...don't leave class without it!

Ann-Lois Edström's curator insight, March 10, 12:52 PM

Att reflektera över sin undervisning och hjälpa eleverna att också göra det. Jättebra frågor!

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Tech Tools of the Flipped Classroom

Tech Tools of the Flipped Classroom | Active learning in Higher Education | Scoop.it
To flip your class, there are certain technology tools teachers need to master.  These fit into the following four categories Video Creation Tools:  There are a variety of Video Creation ...

Via Peggy George
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Becky Roehrs's curator insight, February 18, 7:30 PM

I like the list of Windows/Mac and apps for creating videos and adding interactivity to videos

mediafrance's curator insight, February 21, 11:03 AM

Infos über alle Tools, die es zur Realisierung eines Flipped Classrooms braucht!

 

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How to go beyond the basics of Flipped Learning - eCampus News ~ by Bridget McCrea

How to go beyond the basics of Flipped Learning - eCampus News ~ by Bridget McCrea | Active learning in Higher Education | Scoop.it

Often thought of as an instructional method whereby students watch online instructional videos at home and come to class prepared to do “homework,” Flipped Learning has come a long way since its origins in 2007. The concept has since evolved to include myriad instructional methods that take the basic concept and go further in method to turn traditional higher educational learning models on their heads.

“Professors are starting out with basic classroom ‘flips,’ and then moving into deeper learning pedagogies,” said Jon Bergmann, chief learning officer at FlippedClass.com and a pioneer of the innovative teaching concept, “including deeper project-based learning and flipped mastery models (i.e., where students prove that they learned a specific concept and then independently move onto a new module).”

"While Bergmann still sees the original “view video at home, do homework in class” model as a good starting point for new Flipped Learning adopters, he says educators are helping students interact with those videos and gain understanding from them. “It’s not just about assigning a video and hoping that the class watches it,” says Bergmann. “It’s about getting to the next level and truly engaging students in class, and in a way that positively impacts the learning experience.”

"Here’s how three different professors have used Flipped Learning to achieve that goal:"

 

Jim Lerman's insight:

Good descriptions of what the professors are doing as well as a number of helpful videos.


Via Jim Lerman
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Colleges Reinvent Classes to Keep More Students in Science

Colleges Reinvent Classes to Keep More Students in Science | Active learning in Higher Education | Scoop.it

Hundreds of students fill the seats, but the lecture hall stays quiet enough for everyone to hear each cough and crumpling piece of paper. The instructor speaks from a podium for nearly the entire 80 minutes. Most students take notes. Some scan the Internet. A few doze.

In a nearby hall, an instructor, Catherine Uvarov, peppers students with questions and presses them to explain and expand on their answers. Every few minutes, she has them solve problems in small groups. Running up and down the aisles, she sticks a microphone in front of a startled face, looking for an answer. Students dare not nod off or show up without doing the reading.

Both are introductory chemistry classes at the University of California campus here in Davis, but they present a sharp contrast — the traditional and orderly but dull versus the experimental and engaging but noisy. Breaking from practices that many educators say have proved ineffectual, Dr. Uvarov’s class is part of an effort at a small but growing number of colleges to transform the way science is taught.

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