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oCam Screen Recorder

oCam Screen Recorder | Active learning in Higher Education | Scoop.it

Features of the product:

* Computer screen, video recording is possible.
* Have large video formats to support more than 4GB.
* Recording sound from your computer.
* Recording area of the keyboard can be easily controlled.
* Can record the full screen and window area.
* During recording, the mouse cursor can be set to be included.


Via Baiba Svenca
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Free Windows based software

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Italien à Grenoble's curator insight, March 13, 2013 4:54 PM

En anglais... mais avec une bonne qualité de capture.

Joan Sedeño's curator insight, March 16, 2013 2:07 PM

Per a enregistar en vídeo les imatges de la pantalla de l'ordinador.

חטיב מגיד's curator insight, March 16, 2013 4:16 PM

הורדה תוכנית להקלטה וידוי

Active learning in Higher Education
Strategies for more effective student-centred, authentic engagement in the higher education context
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Rescooped by Kim Flintoff from Learning & Mind & Brain
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Teaching how to think is just as important as teaching anything else

Teaching how to think is just as important as teaching anything else | Active learning in Higher Education | Scoop.it
A new paper on teaching critical thinking skills in science has pointed out, yet again, the value of giving students experiences that go beyond simple recall or learned procedures.

Via Ana Cristina Pratas, Suvi Salo, Miloš Bajčetić
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Classroom Discussion: Professors Share Favorite Strategies for Engaging Students

Classroom Discussion: Professors Share Favorite Strategies for Engaging Students | Active learning in Higher Education | Scoop.it
Faculty share the strategies they use to engage students in discussion, manage dominant talkers and nontalkers, and steer a discussion that’s gone off track.
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Growth Mindset: How to Normalize Mistake Making and Struggle in Class - Mind/Shift

Growth Mindset: How to Normalize Mistake Making and Struggle in Class - Mind/Shift | Active learning in Higher Education | Scoop.it
Carol Dweck’s research on growth mindset has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school. Now, many school districts are attempting to teach growth mindset to their students. At the core of this practice is the idea of “productive failure” and giving students the time and space to work through difficult problems. Another key idea is to praise the process and effort a child puts in, not the final product.

Via John Evans
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Active Learning Leads to Higher Grades and Fewer Failing Students in Science, Math, and Engineering

Active Learning Leads to Higher Grades and Fewer Failing Students in Science, Math, and Engineering | Active learning in Higher Education | Scoop.it
Image Credit: velkr0 / Flickr Think back to when you learned how to ride a bike. You probably didn't master this skill by listening to a series of riveting
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Emerging Technologies to Enhance Teaching and Enable Active Learning (EDUCAUSE Review) | EDUCAUSE.edu

Emerging Technologies to Enhance Teaching and Enable Active Learning (EDUCAUSE Review) | EDUCAUSE.edu | Active learning in Higher Education | Scoop.it

Key Takeaways

- Providing dedicated space to engage faculty and students with emerging educational technologies while encouraging their exploration of the possibilities brings about new opportunities in teaching and learning.
- Being intentional and innovative in the design of informal learning spaces captures attention and promotes awareness of new ideas, empowering faculty and students.
- Tracking and exploring new technologies while monitoring trends in teaching practices helps a campus respond to faculty needs in teaching and students' desires for the optimal learning experience.

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Models For Designing Your Personal Learning Environment | LEARNingPath

Models For Designing Your Personal Learning Environment | LEARNingPath | Active learning in Higher Education | Scoop.it

A personal learning environment (PLE) is a solution for keeping up with the rapid pace of knowledge change. Some say it is a concept, while others say it is a technology.

I think a good definition is this: a self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests.

Because it is personalized, everyone’s PLE will be unique. Because it is collaborative, information may be continually created and shared. In the workplace, designing a personal learning environment has the potential to partially replace conventional courses.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

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

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 


Via Gust MEES
Kim Flintoff's insight:

A personal learning environment (PLE) is a solution for keeping up with the rapid pace of knowledge change. Some say it is a concept, while others say it is a technology.

I think a good definition is this: a self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests.

Because it is personalized, everyone’s PLE will be unique. Because it is collaborative, information may be continually created and shared. In the workplace, designing a personal learning environment has the potential to partially replace conventional courses.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

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

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

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Andres Garcia Alvarez's curator insight, August 10, 6:30 PM

A personal learning environment (PLE) is a solution for keeping up with the rapid pace of knowledge change. Some say it is a concept, while others say it is a technology.

I think a good definition is this: a self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests.

Because it is personalized, everyone’s PLE will be unique. Because it is collaborative, information may be continually created and shared. In the workplace, designing a personal learning environment has the potential to partially replace conventional courses.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

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

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

Giselle Pempedjian's curator insight, August 11, 2:59 AM

A personal learning environment (PLE) is a solution for keeping up with the rapid pace of knowledge change. Some say it is a concept, while others say it is a technology.

I think a good definition is this: a self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests.

Because it is personalized, everyone’s PLE will be unique. Because it is collaborative, information may be continually created and shared. In the workplace, designing a personal learning environment has the potential to partially replace conventional courses.

 

Learn more / En savoir plus / Mehr erfahren:

 

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

 

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

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

 

Cercle d'autodidactes 's curator insight, August 14, 9:19 AM

L'autodidaxie comme discipline d'apprentissage retrouvera-t-elle la cote auprès des employeurs? Pourquoi pas offrir le diplôme à la carte ? 

Rescooped by Kim Flintoff from Learning & Mind & Brain
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Learning Methods, Tools and Spaces in a Digital Society

Learning Methods, Tools and Spaces in a Digital Society | Active learning in Higher Education | Scoop.it
Designing learning environments — methods, tools and spaces for good learning — have been one of the cornerstones of the Media Lab Helsinki since it’s founding in the early 1990’s. Within the emergency of new computational tools, digital media and networks it was seen that these would radically change the educational landscape of our time. In the Media Lab we decided to have an active role in the process where the future of education is designed.

In the Media Lab the approach has been to enable meta-design: to have activities that create new methods, tools and environments that allow people to be creative and act as designers (Fischer and Scharff 2000). The idea constitutes a deeper pedagogical principle, too. Learning is not primary about receiving information and gaining skills but rather a process of participation to practices of an expert community.

In the early days the pedagogy of the Media Lab was summarized with the statement “hands-on with minds-on“. Finding balance between the “just do it” attitude and serious considerations of the consequences of the doings is still central in the Media Lab.

Via Miloš Bajčetić
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Carlos Rodrigues Cadre's curator insight, August 9, 9:26 AM

adicionar sua visão ...

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Steps to Create the Conditions for Deep, Rigorous, Applied Learning

Steps to Create the Conditions for Deep, Rigorous, Applied Learning | Active learning in Higher Education | Scoop.it
Check out some resources meant to help education leaders find ways transform the vision and goals of schools to move towards applied, connected and real-world learning opportunities for students.

Via Gust MEES
Kim Flintoff's insight:

Check out some resources meant to help education leaders find ways transform the vision and goals of schools to move towards applied, connected and real-world learning opportunities for students.

 

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Andres Garcia Alvarez's curator insight, August 5, 6:13 PM

Check out some resources meant to help education leaders find ways transform the vision and goals of schools to move towards applied, connected and real-world learning opportunities for students.


Наталия Вяткина's curator insight, August 6, 11:02 AM

Check out some resources meant to help education leaders find ways transform the vision and goals of schools to move towards applied, connected and real-world learning opportunities for students.


Ellen Dougherty's curator insight, August 8, 8:48 PM

Check out some resources meant to help education leaders find ways transform the vision and goals of schools to move towards applied, connected and real-world learning opportunities for students.


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Partnership to evaluate impact of active learning on student outcomes - eCampus News

Partnership to evaluate impact of active learning on student outcomes - eCampus News | Active learning in Higher Education | Scoop.it
The Jefferson Education Accelerator (JEA) announced today the selection of teaching and learning platform Echo360 as the first company partner for JEA, which helps to evaluate and scale education solutions that can make demonstrable impacts on student learning outcomes.

“Echo360 is an excellent example of the type of company JEA intends to support,” said Bart Epstein, Founding CEO of Jefferson Education Accelerator. “Echo360 is already used by nearly 3 million students in 8,000 classrooms at 650 higher education schools across 30 countries. Our review of its internal data shows strong evidence of significant impact on student engagement and outcomes. They have integrated a unique combination of teaching tools in a way that makes scaling potentially much easier. Through formal research and engagement with faculty, students, and administrators, JEA seeks to further document, validate, and communicate the impact of Echo360’s platform.”
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Why Change Our Approach to Teaching?

Why Change Our Approach to Teaching? | Active learning in Higher Education | Scoop.it
Transforming a class, especially a large lecture class, isn’t easy. Roberts experimented with a variety of techniques. Some have failed; others succeeded.
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The flipped classroom: six myths

The flipped classroom: six myths | Active learning in Higher Education | Scoop.it
What is the flipped classroom?

 

I’d rather not get into the business of erecting fences and proclaiming who is in and who is out. However, it is important to correct misinformation and expose marketing claims masquerading as pedagogical philosophy, so that thoughtful teachers can make wise choices as we plan for the upcoming academic year.

 

Following are six common misconceptions about the flipped classroom, and my attempts to correct them based on peer-reviewed research and several years’ experience flipping my own classes.

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Jarrod Johnson's curator insight, July 13, 7:15 PM

There are some really good tips and ideas in here as well as clear information clearing up some Flipped Classroom myths.

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6 Secrets of Active Learning Classroom Design -- Campus Technology

6 Secrets of Active Learning Classroom Design -- Campus Technology | Active learning in Higher Education | Scoop.it
Like a jazz dance performance, active learning combines doing, movement and impromptu variety in a way that gets students and faculty up and out of their usual positions in the classroom. The room and its technology trappings become the stage and props for encouraging the unexpected to unfold.

The goal of active learning is to create a space that can become the catalyst for change, noted Lennie Scott-Webber, director of education environments for Steelcase and former head of the Department of Interior Design & Fashion at Radford University (VA). "When you open the door to a space, does it give you permission to act differently other than to be behaviorally conditioned to 'sit and git' or 'stand and deliver'? If the space doesn't give permission to change, then it's too easy to revert back to what we know."
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Strategies for Helping Students Motivate Themselves

Strategies for Helping Students Motivate Themselves | Active learning in Higher Education | Scoop.it
Consider using autonomy, competence, relatedness, and relevance as practical classroom strategies to reinforce the intrinsic motivation students need for making the most of their learning.

Via Tom D'Amico (@TDOttawa)
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Sue Alexander's curator insight, July 3, 5:35 PM
And where better than the Art Room?
Willem Kuypers's curator insight, July 4, 3:32 AM

La motivation des étudiants est un  problème épineux. J'aime bien l'approche assez complet du problème.

Diana Short 's curator insight, July 4, 3:38 PM

Love it. These skills, gained and practiced support nearly every social, business, or personal interaction. Yay!

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Teaching Flipped - Canvas Network | Free online courses | MOOCs

Teaching Flipped - Canvas Network | Free online courses | MOOCs | Active learning in Higher Education | Scoop.it
Starts August 31, 2015

Teaching Flipped gives university faculty an introduction to the ins and outs of teaching with a flipped, hybrid, or online MOOC-type classroom. We will cover the basics of flipped/hybrid/MOOC classes, what is known and not known in the literature, and where these learning methods are heading, how to develop the online (video) content as well as the in class active learning activities, ways to think about and organize your course, and how to assess both the students and your teaching. This class is taught Flipped / MOOC-style by veteran flippers and MOOC-ers to give you experience with the tools and learning methods that can help your students succeed in this type of learning environment. Plan to watch/read about an hour of material each week and then try out and share what you have found. By the end of the course you should have a good idea of how to flip your own course, and have the tools to do this well.

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Active Learning For The College Classroom

Active Learning For The College Classroom | Active learning in Higher Education | Scoop.it
"Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This includes everything from listening practices which help the students to absorb what they hear, to short writing exercises in which students react to lecture material, to complex group exercises in which students apply course material to "real life" situations and/or to new problems. The term "cooperative learning" covers the subset of active learning activities which students do as groups of three or more, rather than alone or in pairs; generally, cooperative learning techniques employ more formally structured groups of students assigned complex tasks, such as multiple-step exercises, research projects, or presentations. Cooperative learning is to be distinguished from another now well-defined term of art, "collaborative learning", which refers to those classroom strategies which have the instructor and the students placed on an equal footing working together in, for example, designing assignments, choosing texts, and presenting material to the class. Clearly, collaborative learning is a more radical departure from tradition than merely utilizing techniques aimed at enhancing student retention of material presented by the instructor; we will limit our examples to the "less radical" active and cooperative learning techniques. "Techniques of active learning", then, are those activities which an instructor incorporates into the classroom to foster active learning.
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Collaborating Across Boundaries to Engage Journalism Students in Comp…

Presentation for #AEJMC15 Scholar to Scholar session, August 8, 2015

Via Paul Herring, Bonnie Bracey Sutton
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forge your own path with elsie | Curtin University, Perth, Australia

forge your own path with elsie | Curtin University, Perth, Australia | Active learning in Higher Education | Scoop.it

How will Elsie help me?

Elsie is a new iPhone/Android app for Curtin students. It's the beginning of a new initiative to improve the digital experience at Curtin.
In the first version elsie is being trialled on Bentley based undergraduates and will help you keep up to date with your units, assessments and timetable information.
The elsie project team are working hard to expand support to other student types and add more functionality. Keep your eye on the project updates at the bottom of this page to track how we're going.
And help us make it better by sending feedback to Elsie Project or through the feedback mechanism in the app.

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Focus on Real-World Problems with Flipped Learning

Focus on Real-World Problems with Flipped Learning | Active learning in Higher Education | Scoop.it

Einstein’s famous formula changed the world. We believe the following equation will change education:

FL + PBL = GL(Flipped Learning + Project Based Learning = Great Learning)

In a nutshell, lectures are done at home and projects are done in the classroom, though there is much more to it.

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Focus on Real-World Problems with Flipped Learning

Focus on Real-World Problems with Flipped Learning | Active learning in Higher Education | Scoop.it
Einstein’s famous formula changed the world. We believe the following equation will change education:

FL + PBL = GL (Flipped Learning + Project Based Learning = Great Learning)

In a nutshell, lectures are done at home and projects are done in the classroom, though there is much more to it.

By definition, project-based learning involves the real-world problem that you are trying to solve. This is your hands-on learning piece that involves critical thinking and collaboration.

The flipped learning portion is the method that you choose to disseminate information pertinent to your goal in the PBL.

What we’ll need to do is imagine different forms that the flipped learning portion will take and how it can enhance PBL.

Via Edumorfosis
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Carlos Rodrigues Cadre's curator insight, August 8, 8:53 AM

adicionar sua visão ...

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Are they Students or are they Learners?

Are they Students or are they Learners? | Active learning in Higher Education | Scoop.it
Art they being students or learners? Flickr photo by Taro416 A while back I spent the day working with a group of about 150 educators who'd been brought together by one of their state's regional service centers.

Via Mary Perfitt-Nelson
Kim Flintoff's insight:

There is a difference.  The difference gives us clues about the future of teaching/education and how we should be designing our model.  

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Ines Bieler's curator insight, August 6, 4:02 AM

There is a difference.  The difference gives us clues about the future of teaching/education and how we should be designing our model.  

Jocelyn Stoller's curator insight, August 6, 4:17 AM

There is a difference.  The difference gives us clues about the future of teaching/education and how we should be designing our model.  

Deanna Mascle's curator insight, August 7, 11:08 AM

There is a difference.  The difference gives us clues about the future of teaching/education and how we should be designing our model.  

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A Learner-Centered Syllabus Helps Set the Tone for Learning

A Learner-Centered Syllabus Helps Set the Tone for Learning | Active learning in Higher Education | Scoop.it
A learner-centered syllabus can take many forms, but often includes shared decision-making, a rationale for course objectives and tips for staying on track.

Via EDTECH@UTRGV
Kim Flintoff's insight:

Good point. All to often, the Syllabus becomes a monster of a document to read because it is developed to satisfy multiple audiences (faculty, administration, accreditors, etc.).

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Miloš Bajčetić's curator insight, August 2, 4:01 AM

Good point. All to often, the Syllabus becomes a monster of a document to read because it is developed to satisfy multiple audiences (faculty, administration, accreditors, etc.).

Dennis Swender's curator insight, August 2, 3:40 PM

Good point. All to often, the Syllabus becomes a monster of a document to read because it is developed to satisfy multiple audiences (faculty, administration, accreditors, etc.).

florence kevers's curator insight, August 5, 4:42 PM

Good point. All to often, the Syllabus becomes a monster of a document to read because it is developed to satisfy multiple audiences (faculty, administration, accreditors, etc.).

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An Education Necessity: Mind Blowing Experiences | Just Visiting | InsideHigherEd

An Education Necessity: Mind Blowing Experiences | Just Visiting | InsideHigherEd | Active learning in Higher Education | Scoop.it

When we become obsessed with measurement, with coherence, with standardization, we inevitably reduce the experience to those things that can be measured, and often those things are small, and not particularly meaningful when it comes to a life lived[4].

Think about the compromises we must make for the sake of assessment, assignments that are safe, that require students to make the moves we can measure and quantify, but which also come with low probability of mind blowing.

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UDL and The Flipped Classroom: The Full Picture

UDL and The Flipped Classroom: The Full Picture | Active learning in Higher Education | Scoop.it

Jackie Gerstein proposes an experiential flipped classroom learning model where she believes there a  great opportunity to change the predominant didactic model of education that is especially prevalent in upper elementary through graduate school education.

 

"UDL is a strategy, a process that provides opportunities for all students, not just those with special needs (but I believe all learners have special needs), to be successful learners. This is the same goal for the flipped classroom model designed as an experiential learning cycle.

 

This model has experiential learning at the core of the learning process with the content videos supporting the learning rather than being the core or primary instructional piece. Experiential learning is the process of making meaning from direct experience.. Simply put, experiential learning is learning from experience. Experiential learning can be a highly effective educational method[ It engages the learner at a more personal level by addressing the needs and wants of the individual. For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning. This complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. (http://en.wikipedia.org/wiki/Experiential_learning)"

 

Thank you Jackie for your insight in creating this model where all learners can experience success!


Via Kathleen McClaskey
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Steven E Teator's curator insight, July 19, 9:48 AM

This article provides some "brain science" and discusses how the flipped classroom can be applied to the Universal Design for Learning (UDL).

asli telli's curator insight, August 1, 1:33 AM

Great article connecting UDL/brain science and experiential learning. It even integrates the "Three What " reflection method.

wernerio's curator insight, August 2, 11:27 AM

Great article connecting UDL/brain science and experiential learning. It even integrates the "Three What " reflection method.

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How To Add Rigor To Anything - TeachThought

How To Add Rigor To Anything - TeachThought | Active learning in Higher Education | Scoop.it
Rigor is a fundamental piece of any learning experience.

It is also among the most troublesome due to its subjectivity. What does it mean? What are its characteristics? Rigorous for whom? And more importantly, how can you use to promote understanding?

Barbara Blackburn, author of “Rigor is not a 4-Letter Word,” shared 5 “myths” concerning rigor, and they are indicative of the common misconceptions: that difficult, dry, academic, sink-or-swim learning is inherently rigorous.

Via John Evans
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Sue Alexander's curator insight, July 11, 8:07 PM

I find it wonderfully fulfilling that Art and art making naturally open the way for all 10!

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An Approach for Our Time.pdf - Challenge Based Learning

An Approach for Our Time.pdf - Challenge Based Learning | Active learning in Higher Education | Scoop.it

We need to think differently.

 

*  What if we focused our energy not on test scores and rankings but on engaging students in their work?

*  What if their work was more than facts and formulas as presented in books, but relevant to the world they see?

*  What if rather than trying to teach them problem solving, we actually encouraged them to take on problems that needed solving?

*  Rather than teaching them a science curriculum, what if we opened the door for them to do science?

 

 

Challenge-based learning puts that world in center focus, and surfaces the essential relevance of their core subjects at the same time, as the six remarkable case studies we present make powerfully clear.

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