Active learning in Higher Education
5.0K views | +1 today
Follow
 
Scooped by Kim Flintoff
onto Active learning in Higher Education
Scoop.it!

Compare Web-Based Response System

Compare Web-Based Response System | Active learning in Higher Education | Scoop.it

People often ask us "What's the difference between Poll Everywhere and (some other system)?" We can afford honest transparency because we're one of the better products out there.

 

This data was collected across 2012, and is being published in September, 2012. We don't have the resources to maintain it continuously, but we are open to corrections and your opinions about how to more fairly present the data until November, 2012.

more...
No comment yet.
Active learning in Higher Education
Strategies for more effective student-centred, authentic engagement in the higher education context
Your new post is loading...
Your new post is loading...
Scooped by Kim Flintoff
Scoop.it!

Stanford Debuts Online Communication Course for Teachers -- Campus Technology

Stanford Debuts Online Communication Course for Teachers -- Campus Technology | Active learning in Higher Education | Scoop.it
Stanford University's Graduate School of Education has launched a new online course, Effective Conversation in the Classroom, designed to help educators learn to create rich and meaningful conversations in their classrooms.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Five Time-Saving Strategies for the Flipped Classroom

Five Time-Saving Strategies for the Flipped Classroom | Active learning in Higher Education | Scoop.it
A few months ago, I heard a podcast by Michael Hyatt, a best-selling author and speaker who helps clients excel in their personal and professional lives. This particular podcast focused on how to “create margins” in life to reduce stress and avoid burnout. Quoting Dr. Richard Swenson’s work, Hyatt defines a margin as “the space between our load and our limits. It is the amount allowed beyond that which is needed. . . . Margin is the gap between rest and exhaustion. . . . Margin is the opposite of overload.”

As I listened to this podcast, I realized that the idea of creating margins also applies to the flipped classroom. I often hear comments like “The flipped classroom takes too much time,” “I don’t have time to devise so many new teaching strategies,” “It takes too much time to record and edit videos,” “I don’t have time to cover everything on the syllabus,” or “I don’t have time to redesign all of my courses.” I also hear “I tried to flip my class, but it was exhausting; so I quit.”
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

8 Needs For Project-Based Learning In The 21st Century

8 Needs For Project-Based Learning In The 21st Century | Active learning in Higher Education | Scoop.it
We tend to think of project-based learning as focused on research, planning problem-solving, authenticity, and inquiry. Further, collaboration, resourcefulness, and networking matter too–dozens of characteristics “fit” into project-based learning. Its popularity comes from, among other characteristics, its general flexibility as a curriculum framework. You can do, teach, assess, and connect almost anything within the context of a well-designed project.

But what if we had to settle on a handful (or two) of itemized characteristics for modern, connected, possibly place-based, and often digital project-based learning? Well, then the following might be useful.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Report: Using Technology to Support At-Risk Students’ Learning

Report: Using Technology to Support At-Risk Students’ Learning | Active learning in Higher Education | Scoop.it
Research shows that when technology is used as a tool for interactive, teacher-guided learning -- rather than drill-and-kill -- learning is enhanced, especially for at-risk students. This is the finding of Using Technology to Support At-Risk Students’ Learning, a 2014 report from Stanford SCOPE and the Alliance for Excellent Education.

Read the report to learn about the latest research on educational technology, from flipped classroom to blended learning, with tips on how you can use tech in your classroom to enhance learning.

Research Cited: Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2014). Using Technology to Support At-Risk Students’ Learning. Stanford Center for Opportunity Policy in Education (SCOPE) and Alliance for Excellent Education.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

The Power of Curiosity

The Power of Curiosity | Active learning in Higher Education | Scoop.it
Research shows when people are curious about something, not only do they learn better, they learn more. It should come as no surprise, then, that inquiry-based learning is proving to be an effective education model. Inquiry-based learning occurs when students discover and construct information with the teacher’s guidance. It is a learner-centered model that arouses students’ curiosity and motivates them to seek their own answers. Increasingly, technology is the foundation of an effective inquiry-based lesson. Download this Center for Digital Education paper to learn more about inquiry-based learning and how you can support this model in your classrooms. The paper also offers sample lesson plans that draw upon inquiry-based strategies with the integration of technology.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

How to Design the Perfect Modern Learning Assessment

How to Design the Perfect Modern Learning Assessment | Active learning in Higher Education | Scoop.it
In this article, we draw on the wisdom of Evolving Educator's Vanessa Bianchi in determining how to design the "perfect" modern learning assessment.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Why implementation of Social learning is important for the current education system?

Why implementation of Social learning is important for the current education system? | Active learning in Higher Education | Scoop.it
Education frequently takes place under the guidance of educators, but the trend of learners educating themselves is on a continuous upward movement. The reasons may include freedom to choose, no fear of questions being asked, learning at one's own pace and place, absorbing at one's own capacity and much more. The self-learning trend has been empowered by cutting edge educational technology innovation.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

French Billionaire Opens Tuition-Free School in Silicon Valley

French Billionaire Opens Tuition-Free School in Silicon Valley | Active learning in Higher Education | Scoop.it
With the 42 model, based on peer-to-peer learning, students at the 200,000-square-foot Fremont campus, pay no tuition, come and go freely day and night and have neither teachers nor lectures. They’re assigned to programming projects for some of the school’s research partners, and are able to use more than 1,000 top-of-the-line iMac computers connected to high-speed broadband networks and large-capacity storage servers.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

You are a global educator. It’s time to start thinking like one

You are a global educator. It’s time to start thinking like one | Active learning in Higher Education | Scoop.it
Building collaboration skills today means building global collaboration skills. Educators have their work cut out for them
Ed note: Innovation in Action is a monthly column from the International Society of Technology in Education focused on exemplary practices in education.

It’s one thing for today’s students to connect with the world and to appreciate the diversity and significance of potential interactions through everyday, real-time interaction. It is a whole different challenge to be able to collaborate with learning partners across town — or around the world.

The latter, in truth, is what all educators and learners should be aspiring toward, but the reality is you cannot run before you can walk. Unless educators understand and experience the power of using digital technologies for online collaboration in a local context first, it is likely that jumping head-first into global contexts — with its myriad challenges — will not be successful.
Kim Flintoff's insight:
Share your insight
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

The End of School — Life Learning — Medium

The End of School - Life Learning - Medium
Most discussions on the future of school focus on education reform. Authors and policy analysts ask questions like, how can we change existing institutions to improve on their outcomes? We get discussions like those around federally subsidized student loans, funding for schools, school vouchers, the viability of charter schools, and what ought to be included in exam standards for coming years.
These questions, while valuable, miss the broader point of education and the marketplace today. We sit at a pivotal moment in the history of schooling and education. Thanks to a number of market forces, primarily led by leaps in technology and its relation to education costs, it is finally possible to realistically remove education from school (as we know it) for the population at large.
Kim Flintoff's insight:
Is a deschooled society likely even though its totally possible?  I suspect the gaps in the implementation plan discussed here relate to other social constraints and controls that dictate the function of schools...  they serve to contain and restrict the free movement of minors during the working day... and as we seem not to trust children, or society that's a big next step...
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Personalize Learning: Making the Shift to "Our" Classroom

Personalize Learning: Making the Shift to "Our" Classroom | Active learning in Higher Education | Scoop.it
I notice that there are at least ten instances of the use of “I” and “my.” Instead of creating an environment driven by learners, it was one driven by me, the teacher. It was my classroom, and I was dictating how and what learners would be expected to learn on a daily basis. In general, my classroom ran smoothly, I had very few discipline issues and learners met my expectations a majority of the time, but those attending my class were doing only that, attending. Engagement was low and they were doing the minimum to achieve a grade, all while not learning to their potential. They did not enjoy coming to my class for the most part and simply jumped through the hoops to get by and meet what I consider to be high expectations. Enrollment numbers for my courses, mostly upper level electives, were low and I wanted to increase them. The question that I asked myself pertained to how I could encourage learners to take my class while meeting the goal of having them achieve the same high level of expectations that I have had for them throughout my career.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Re-imagining Schooling: Weaving the Picture of School as an Affinity Space for Twenty-First Century Through a Multiliteracies Lens

Re-imagining Schooling: Weaving the Picture of School as an Affinity Space for Twenty-First Century Through a Multiliteracies Lens | Active learning in Higher Education | Scoop.it

Abstract 


Currently, evolving ways of communication, interpretation and creation of meaning are challenging the ways people view themselves and the world, altering their learning demands and needs. Closely related to this process of change is the need to re-conceptualize schooling. Working within these realizations, the theories of affinity spaces and multiliteracies pedagogy are brought into the foreground of the discussion to consider: What are the requirements of school for the twenty-first century? What are the potentials of affinity spaces and multiliteracies pedagogy to empower meaningful school-based learning? The core of this chapter reports on the development, implementation and evaluation of a theory based framework named Affinity Multiliteracies Practice (AMP) with the intention to provide an example of a teaching and learning approach to schooling that acknowledges students’ multiple and diverse identities, experiences and capabilities while also equiping them to become the flexible and dynamic learners required in the twenty-first century.Official Full-Text Publication: Re-imagining Schooling: Weaving the Picture of School as an Affinity Space for Twenty-First Century Through a Multiliteracies Lens on ResearchGate, the professional network for scientists.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

What if young people designed their own learning?

What if young people designed their own learning? | Active learning in Higher Education | Scoop.it
Across Australia some of these ideas are being put into practice. Some schools have dropped the notion of year levels to enable them to meet children at their point of need and acknowledge that not all students learn at the same pace.

Computer programs are enabling instruction tailored to the student by assessing where they are at and providing a tailored curriculum.

Capabilities , such as personal and social capability and critical and creative thinking, are being embedded in the curriculum. Work is under way to develop assessment measures. Teachers across Australia are working on developing new models of practice to support this approach.

We need to accelerate the change. We are wasting too much of students’ learning time and are failing to amplify their talents. To continue along the current path is increasingly unscientific, unjustifiable and plain dull.
more...
Prometheus's curator insight, May 15, 4:24 PM
Hmmmmmm....interesting...what does it mean for teachers and schools. Is this the future of education in the western world?
Chris Carter's curator insight, May 15, 8:20 PM
Rainbows, lollipops and unicorns!
Helen Teague's curator insight, May 22, 11:43 AM
an innovative method
Scooped by Kim Flintoff
Scoop.it!

Research Shows Students Learn Better When They Figure Things Out On Their Own

Research Shows Students Learn Better When They Figure Things Out On Their Own | Active learning in Higher Education | Scoop.it
In some instances, research illuminates a topic and changes our existing beliefs. For example, here’s a post that challenges the myth of preferred learning styles. Other times, you might hear about a study and say, “Well, of course that’s true!” This might be one of those moments.
Last year, Dr. Karlsson Wirebring and fellow researchers published a study that supports what many educators and parents have already suspected: students learn better when they figure things out on their own, as compared to being told what to do.  
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Learner Agency, Technology, and Emotional Intelligence

Learner Agency, Technology, and Emotional Intelligence | Active learning in Higher Education | Scoop.it
What is learner agency?

Learner agency is “the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives” (http://en.wikipedia.org/wiki/Structure_and_agency).   As related to the needs as identified by Glasser, elements of freedom, choosing how we want to live our lives, and power, choosing what and how to learn, address learner agency.

The notion of agency as contributing to cognitive processes involved in learning comes primarily from the Piagetian notion of constructivism where knowledge is seen as “constructed” through a process of taking actions in one’s environment and making adjustments to existing knowledge structures based on the outcome of those actions. The implication is that the most transformative learning experiences will be those that are directed by the learner’s own endeavors and curiosities. (Lindgren & McDaniel, 2012)

Schwartz and Okita developed the following table to compare and contrast high versus low agency learning environments.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Collaborative Learning in the classroom

Collaborative Learning in the classroom | Active learning in Higher Education | Scoop.it

In the summer of 1995, Larry Page, then 22, visited Stanford as a prospective PhD student in computer science. His tour guide was Sergey Brin, a 21-year-old mathematical whiz who was already pursuing his PhD in that department.
Page elected to attend Stanford, and by 1996 he and Brin were good friends who were collaborating on a project called “Backrub,” which investigated how sites linked back to other webpages.

Groups tend to learn through “discussion, clarification of ideas, and evaluation of other’s ideas.” Perhaps information that is discussed is retained in long term memory 


Many consider Vygotsky the father of “social learning”. Vygotsky was an education rebel in many ways. Vygotsky controversially argued for educators to assess students’ ability to solve problems, rather than knowledge acquisition. It considers what a student can do if aided by peers and adults. By considering this model for learning, we might consider collaboration to increase students’ awareness of other concepts.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

The Active Learning Continuum

The Active Learning Continuum | Active learning in Higher Education | Scoop.it
Ninety-one percent of respondents to a recent CDE survey agreed active learning better prepares students for college and careers than traditional education frameworks. So why is it that it’s more common to see rows of desks facing the front of the room instead of workspaces designed for collaboration and exploration in today’s classrooms? Unfortunately, students can often lack the communication, critical-thinking and problem-solving skills they will need in their careers when they graduate. This paper helps school districts change that outcome. It discusses the benefits and challenges of active learning and offers real-life examples and strategies to help districts make their learning environments more engaging and collaborative.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

What’s Next? Personalized, Project-Based Learning

What’s Next? Personalized, Project-Based Learning | Active learning in Higher Education | Scoop.it

 Project-based learning is a great way to engage students, to encourage collaboration and creativity, and to promote authentic work and assessment. But it’s hard to:

-set a high bar for high quality project deliverables;
- assess projects objectively especially when they’re all different;
- help students with low level skills engage in challenging projects;
- mitigate the free rider problem of loafing team members;
- provide enough but not too much formative feedback and support; and
- avoid big knowledge gaps resulting from a string of projects.

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Hands-Off Teaching Cultivates Metacognition

Hands-Off Teaching Cultivates Metacognition | Active learning in Higher Education | Scoop.it
As a teacher, you put a lot of thought into how to make your class and the material as accessible and engaging as possible. You think about what you know, and how you first learned it. You think about what your students already know, and how to use that knowledge as the foundation for what you're about to teach. And, as if that's not enough, you think about how to make your content so engaging that no matter what else is happening (lunch next period, upcoming prom, or the latest social media scandal among the sophomores), your lesson will hold your students' attention. All that thought goes into a lesson, and still there are students spacing out during class or seeming to fall behind. Working so hard and still not reaching every student can be frustrating. And you have no one to blame but yourself -- you're hogging all the best learning in your classroom.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Are busy people superior learners?

Are busy people superior learners? | Active learning in Higher Education | Scoop.it
New research has found that adults with a busy daily lifestyle tend to do better on tests of cognitive function than their less busy counterparts.

Indeed, people who report greater levels of busyness tend to have superior cognition, especially concerning memory for recently learned information, said Sara Festini, a postdoctoral researcher at the Center for Vital Longevity of the University of Texas, and lead author of the study.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Teach creativity, don’t measure it: school leader

Teach creativity, don’t measure it: school leader | Active learning in Higher Education | Scoop.it

ATAR was a prime example of a measurement that inhibits creativity, Melville-Jones said. She argued that schools should scrap it altogether and illustrated her point from her own personal experience. 


“I had a wonderfully compliant academic son who lapped up everything the [NSW] Higher School Certificate had to offer, [who] is still studying at the age of 25, whom the ATAR suited perfectly,” Melville-Jones told Education Review. “I also have another son who is incredibly abstract and creative, who struggled so hard through the HSC and came out the other end disillusioned and flat and restricted and confined. That saddens me. 


“I don’t believe the ATAR is everything. I believe the ATAR is very restricting, and stops students from being able to explore their own possibilities to become confident,” she said. “People come out of the HSC anxious, and we need to build confidence in those senior years and not do it after they leave school.”

more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Personalize Learning: Continuum of Motivation: Moving from Extrinsic to Intrinsic

Personalize Learning: Continuum of Motivation: Moving from Extrinsic to Intrinsic | Active learning in Higher Education | Scoop.it
The Continuum of Motivation does involve learner voice, choice, and engagement. All of the continuums have elements that drive the learner to build agency. This continuum and the other continuums moving to agency will be featured in our new book, How to Personalize Learning, to be released Fall 2016. All the continuums will include additional references and research that support how the continuums support learners, personalized learning and moving to agency. 
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Innovator Dr. Lodge McCammon is Featured Keynote Speaker at 2016 University College Faculty Institute

Innovator Dr. Lodge McCammon is Featured Keynote Speaker at 2016 University College Faculty Institute | Active learning in Higher Education | Scoop.it
Each day in face-to-face classrooms across the world, educators spend most of their time delivering content through lectures and class discussions. The time honored ways of content delivery are necessary, argue some, because students must learn content in order to gain mastery of the discipline or subject.

A frequent result of the current paradigm is a group of passive students, which educators agree can lead to boredom, attention deficits, behavioral issues and other unintended consequences.

Is there a better way? Yes, says Dr. Lodge McCammon, and with training educators at every level can “flip” the classroom experience, changing the paradigm entirely from passive information delivery to active learning experience. At home, students discover the content at their own speed, and then they spend their time in the classroom engaged in applying concepts and working hands-on with material, freeing educators from running on a hamster wheel of content delivery.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

Types of Student Inquiry - Simplek12

Types of Student Inquiry - Simplek12 | Active learning in Higher Education | Scoop.it
The types discussed in the infographic above range from activities heavily dictated by the teacher on the left to ones heavily run by the students on the right. The coolest thing about this inforgaphic is the pictures that accompany it. Using swim instructors and students as an example, Mackenzie illustrated the differences in how much the teacher assists the student according to each level of inquiry. Between this and the accompanying descriptions below the image, it’s easy to visualize these levels in your classroom and how they might work with your lesson plans.

Is there a level of inquiry that you would’ve included that’s not on the infographic? Can you think of another way to illustrate the different levels of inquiry? Which type do you usually use? In what situations do you use which type?
Kim Flintoff's insight:
I suspect there are interim forms that include elements of each of these.  These seem to be polarised and don't seem to include collaborative and negotiated dimensions.
more...
No comment yet.
Scooped by Kim Flintoff
Scoop.it!

5 Characteristics Of Project-Based Learning That Works -

5 Characteristics Of Project-Based Learning That Works - | Active learning in Higher Education | Scoop.it
As I’ve written before (What PBL Can Do For Your School…And What It Won’t) project-based learning can be an amazing tool for student, teacher, and school growth but only if you’re getting great thinking and learning as a result. It’s not enough to just have students making something or doing hands on, experiential work.

Quality PBL takes advantage of built-in and designed levers of quality that helps the teacher as facilitator align the thinking and learning we’re after in our students. As the graphic above shows, it’s these 5 Levers of Quality working in concert that elevate the desired thinking and learning whether that be content standards, skills, or both.
more...
No comment yet.