Active learning in Higher Education
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Flipped Video Tools ~ Shambles

Flipped Video Tools ~ Shambles | Active learning in Higher Education | Scoop.it

by Chris Smith

 

Jim Lerman's insight:

 

More than 30 apps dealing with creation and annotation of videos and other presentations for the flipped classroom. Smith's collections always warrant serious consideration.


Via Jim Lerman
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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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Why Teachers Matter More in a Flipped Classroom

Why Teachers Matter More in a Flipped Classroom | Active learning in Higher Education | Scoop.it

The reason Flipped Learning makes teachers more valuable is that it changes the dynamic of the classroom. No longer is content delivery the focus of the class, nor is the teacher’s main responsibility the dissemination of knowledge. Instead, teachers take on the role of a facilitator of learning. They can work with students in small groups and have more one-on-one interactions. The simple act of removing the direct instruction (lecture) from the whole group changes the dynamic of the room and allows the teacher more time to personalize and individualize the learning for each student. Each student gets his/her own education tailored to their individual needs. Instead of a one size fits all education, each student gets just what they need when they need it.

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Grades & Satisfaction Up in New Flipped Learning Research

Grades & Satisfaction Up in New Flipped Learning Research | Active learning in Higher Education | Scoop.it
Over the last three years, flipped learning strategies have been implemented in year 9 science.  There has been a gradual increase in the use of flipped learning over this time.  Students watch short teacher-made educational videos via the school’s learning management system in their individual learning space.  The group learning space involves learning experiences to practice and deepen knowledge through activities, peer-teaching, and experiments.  I have evaluated the effectiveness of flipped learning by comparing the academic performance of the year 9 cohorts and by administering a student perception survey on flipped learning. In this post, I have provided very little commentary because I feel that the results speak for themselves.
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Fashion Students design for Armacool | Curtin University

Curtin fashion and design students have been given an exciting and challenging brief to work their creativity on a ground breaking new material.

Interested in studying fashion? Explore us here: http://humanities.curtin.edu.au/
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How Messy Learning Helps Us Develop Critical Thinking

How Messy Learning Helps Us Develop Critical Thinking | Active learning in Higher Education | Scoop.it

Messy learning can be compared to a jumbled-up tangled string which meets itself several times at different angles. When you are forced to look at something at different angles, your perception is strengthened. Each angle reinforces your understanding of it.

Messy learning happens when we play unguided, forced to draw conclusions on our own. It also requires support from the teacher. Structure, templates, guiding questions, scaffolded skills, and the like—but it is in the honouring of the critical thinking process of which teachers need be aware. That’s because you cannot see it sometimes. It is virtually invisible. Like the dark matter of the universe, messy learning can be seen only by its effects upon the things around it.

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Provoke me if you want me to learn – notosh – Medium

Provoke me if you want me to learn – notosh – Medium | Active learning in Higher Education | Scoop.it
Typically, teachers ask most questions in a classroom: about two every minutes. The quality of answers to these can only be so good, given the time for answers can be measured in seconds. What if students asked more questions of their own, and we gave them time to answer them? Might they be more invested in their inquiries, more keen to reveal an answer to a gap they have found for themselves?
Kim Flintoff's insight:
I think one of the strengths of challenge-based approaches is the inherent need to ask new questions and to spend time on answers that are not only meaningful but actionable.
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Changing Education: Why We Need More Focus On ‘Soft’ Skills

Changing Education: Why We Need More Focus On ‘Soft’ Skills | Active learning in Higher Education | Scoop.it

An increasingly complex workplace


Organizations today face complicated circumstances — there’s a need to be sustainable; big data is on the rise; and there are privacy issues, political churn and economic volatility. But study after study has shown that CEOs and other executives don’t believe their employees hold the right core skills needed to handle these shifts.

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How ‘Deprogramming’ Kids From How to ‘Do School’ Could Improve Learning

How ‘Deprogramming’ Kids From How to ‘Do School’ Could Improve Learning | Active learning in Higher Education | Scoop.it
HOLMAN’S READING LIST

For those interested in building metacognitive moments into the day, here are the articles Holman found to be useful and more or less reading-level appropriate for his high school students.

“From Degrading to De-Grading,” by Alfie Kohn
“Sermons For Grumpy Campers,” Richard Felder
“When Is a Good Day of Teaching a Bad Thing?,” by Timothy Slater
“Navigating the Bumpy Road to Student-Centered Instruction,” by Richard Felder
“Minimizing resistance to inquiry-oriented science instruction: The importance of climate setting,” by Carl J. Wenning
“Well, Duh!” — Ten Obvious Truths That We Shouldn’t Be Ignoring,” by Alfie Kohn
“Opinion: Why TEAL Works: 10 Years Ago MIT Had a Physics Problem. TEAL Fixed It,” by Ryan Normandin
Kim Flintoff's insight:
Much of this discussion can be translated beyond K-12 - Higher Ed suffers similar afflictions...
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Turning Students Onto Independent Thinking: 6 Useful Strategies

Turning Students Onto Independent Thinking: 6 Useful Strategies | Active learning in Higher Education | Scoop.it

Many people think that independence is the main goal of education. “Teach students so that they don’t need the teacher.” But what if that wasn’t the case? What if there were something higher than independence? Stephen Covey reminds us: Independent thinking alone is not suited to interdependent reality.


These are the stages that we want to lead our students through: dependence to independence to interdependence. If we can get them from dependence to independence, we’re almost there. Interdependence comes with applying their hard-earned skills toward relationship building.


How are we going to help our students develop independent thinking skills so that they may eventually use them in practicing interdependence?

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PBL 60 Second Video Secondary

PBL 60 Second Video Secondary | Active learning in Higher Education | Scoop.it
Discover the power of change with this free case study
Teachers love stretching their students’ imaginations. Anna Russell, a Visual Arts teacher at Canberra’s Melrose High School, knows this well. Her idea to incorporate the 6Ds of Solution Fluency into her teaching was the perfect fit. So she turned to the Solution Fluency Activity Planner for her primary lesson planning tool.

Using Solution Fluency as a roadmap, Anna’s students embarked on a journey of discovering the true power of symbols in society. It was the groundwork for what would be some very rich and deeply insightful student design projects.

You can learn more about Anna and her amazing students in this case study. It's yours for free!
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Flipped classrooms are transforming the corporate learning environment

Flipped classrooms are transforming the corporate learning environment | Active learning in Higher Education | Scoop.it
A recent study conducted by the Research and Analytics team at Colorado State University Online found that flipping the classroom may improve student participation and attendance rates. Flipping the classroom may also create a more challenging experience for learners and foster more critical thinking.

According to Sean Burns, assessment coordinator at CSU Online, flipped classrooms made students hold each other more accountable for showing up to class prepared. When implemented the wrong way, however, flipped classrooms created a very frustrating learning environment for students. “[The students] want goals and learning objectives defined for each class, and if this is missing, they feel lost and don’t get the maximum value from the class,” he said.
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Rubric for Deeper Thinking About Learning

Rubric for Deeper Thinking About Learning | Active learning in Higher Education | Scoop.it
Whilst unpacking the idea of Conscious Competence and Skillset, Toolset, Mindset with teachers, we came to realise many of them were having difficulty applying these concepts to their own learning, beyond a superficial level (assumption one – not all teachers are reflective learners). We found this quite provocative and decided to create a visual on our Leadership Provocation Wall. Initially we attempted to combine Conscious Competence, SOLO and the Competency Set into one rubric, but ended up dropping SOLO as we struggled to align it with the other two. We expanded on our initial thinking and included Reflective Competence and Knowledge Set to our rubric. Our first attempt was critiqued over many months by various critical friends and we eventually came up with a workable prototype to use with teachers. Our first rubric focused on Professional Learning Inquiry for teachers. This worked so well we decided to create one for student learning and trialled it with our Stage 3 students (10-11 year olds). They picked it up quicker than the teachers (assumption two – don’t underestimate young learners!).
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A Shift to Active Learning Environments

A Shift to Active Learning Environments | Active learning in Higher Education | Scoop.it
In A Shift to Active Learning Environments, colleges and universities are recognizing the benefits that shifting to an active learning environment can have on student outcomes—such as better grades, better retention of course material, and even better performance later on in the workplace.

Learn how institutions are transforming their learning environments to improve teaching:
Technology
Mobility
Creativity
Interactivity

Read this paper provided by Dell and Intel® to learn how your institution can successfully move to an active learning environment by completing the form to download the report today.
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Five Ways to Teach Students to Be Learning Centered, Too - Faculty Focus | Higher Ed Teaching & Learning

Five Ways to Teach Students to Be Learning Centered, Too - Faculty Focus | Higher Ed Teaching & Learning | Active learning in Higher Education | Scoop.it
Have you ever wondered if your students are as concerned about their learning as you are? If you prioritize student learning, you may be the only person in your classroom with that goal. Learning-centered teachers seek to coauthor classroom experiences with their students, whereas students may seek only to be taught passively. How might you inspire your students to share accountability for their learning? These five considerations can help you teach your students to be learning centered, too.
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Hey, Prof: Feeling Torn and Divided? How We Can Put Teaching and Scholarship Together Again

Hey, Prof: Feeling Torn and Divided? How We Can Put Teaching and Scholarship Together Again | Active learning in Higher Education | Scoop.it
Active, Student-Centered Learning

In active, student-centered learning, where students themselves research topics and even design topics, the connection is not only visible but a lifeline that they can use throughout their lives.   99% of our students go on to other professions than that which we, as professors, engage in.  By "reverse engineering" what we have learned, we can not only help ourselves to think deeply about the foundational theoretical issues of our own work but we can help our students to think about foundational theoretical issues that inform their time in college, their desire to take our class, their ambitions in life, and their own preparation for being fully responsible and productive adults and members of a community and a society. 

They are facing an exceptionally challenging time ahead.  We all are.  "Reverse engineering" our theories--race, gender, and maybe democracy itself--helps all of us to have a better handle on what we need to know and how we can thrive in a challenging world.   

For our graduate students in the class, we also help it will lead to illuminations about why they are pursuing their graduate work, to what end, for what purpose, and how they can write to make arguments not just cite them, to have ideas not simply refer to those of others.

If you are interested, stay tuned to this site as we'll be posting many public discussions of these topics next semester.  We'd love you and your students to be part of this experiment in learning. 
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Next Generation of Online Education: “Learn by Doing” in a Digital World

Next Generation of Online Education: “Learn by Doing” in a Digital World | Active learning in Higher Education | Scoop.it
Breaking Through the Glass Ceiling With Personalized Learning

Schools need to embrace technology and active learning in the classroom as standard practice and toss out the “sit-and-get” model of teaching, says Carrie Morgridge, vice president and chief disruptor with the Morgridge Family Foundation, which funds grants for educational technology in schools.

The foundation rolled out thousands of interactive whiteboards in Colorado schools and now supports maker space initiatives to give students a hands-on way to experiment, build and invent. “We need to make sure our students get what they need now, and what they need now is personalized learning,” says Morgridge. “We’ve seen kids break through the glass ceiling. … Personalized learning allows students to go at their own pace. We are no longer holding kids back, we are accelerating them.”

Because creativity is so critical to success in the 21st century, alongside online education Morgridge says more schools are exploring the maker movement, using 3D printers and allowing students hands-on interactive experiences to “learn by doing.” “Kids learn when they want to learn,” says Morgridge. “In this maker space, kids are learning deeper because it’s relevant to them. Learning is personalized.”
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How Messy Learning Helps Us Develop Critical Thinking

How Messy Learning Helps Us Develop Critical Thinking | Active learning in Higher Education | Scoop.it

Do you remember watching Ms. Frizzle on Magic School Bus? If so you can recall her iconic words to every wide-eyed child under her spell: Take chances, make mistakes, get messy! But what exactly did she mean by that? And why would she encourage such a thing as messy learning? 


With very good reason, actually. Dear Ms. Frizzle knew what she was talking about. When teachers talk about messy learning they are usually talking about something related to project-based learning. 


PBL puts students in the role of scientists, engineers, creative types, designers, architects—problem solvers, to say the least.


Though the teacher provides specific guidelines and goals, students must engage their higher-order thinking processes to solve those problems. Messy learning is “non-linear” learning while  “clean learning” is like “linear” thinking. 


Messy learning can be compared to a jumbled-up tangled string which meets itself several times at different angles. When you are forced to look at something at different angles, your perception is strengthened. Each angle reinforces your understanding of it.

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The Flipped Learning Global Initiative

The Flipped Learning Global Initiative | Active learning in Higher Education | Scoop.it
The Vision
Jon Bergmann is one of the co-founders and pioneers of the flipped classroom. Jon has traveled the world speaking and training school leaders and educators in the flipped classroom model. He has seen first-hand the global promise, passion, and potential for flipped learning. He has also seen the pitfalls and myriad ways that flipped learning can be compromised by bad practice, inappropriate technology, and poor execution.

The Flipped learning Global Initiative was created to support the successful adoption and implementation of the flipped learning model around the world.

Flipped Learning Global Initiative
The mission of the Flipped Learning Global Initiative is to coordinate, orchestrate and scale the key elements required to successfully expand flipped learning internationally. FLGI is focused on identifying and developing strategic partnerships, initiatives, projects, best in class vendors, products, and services to introduce and support flipped learning around the globe. The Flipped Learning Global Initiative is led by Errol St.Clair Smith, Director of Global Development.
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Our research shows that when students work on projects, they learn more

Our research shows that when students work on projects, they learn more | Active learning in Higher Education | Scoop.it
In a recent study, students learning via project tested better and improved applied problem-solving skills

Educators often talk about 21st-century skills and the benefits of incorporating communication, creativity, collaboration, problem-solving, and critical thinking into lessons. These are skills students rarely learn straight out of a textbook. The best way to teach them, we’ve found, is by making these skills a relevant part of their active lives.

If that sounds daunting, rest assured, it doesn’t always have to be. One way we have taught these skills is through project-based learning (PBL), where students apply what they’ve learned during a hands-on project that is relevant to the real world — and their lives.
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5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News)

5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News) | Active learning in Higher Education | Scoop.it

Here are 5 ways to get to curate that practice by making your class a BYOD zone.

1. Accept Immediate Inquiry

2. Devices to aid in organizing and collaborating with peers

3. Keep ‘em engaged with real-time feedback

4. Document learning and thinking through blogging when the good ideas hit you!

5. Document and debrief field work with ease

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U Wisconsin College of Engineering Embraces Flipped Classrooms -- Campus Technology

U Wisconsin College of Engineering Embraces Flipped Classrooms -- Campus Technology | Active learning in Higher Education | Scoop.it
The University of Wisconsin's (UWISC) first cohort of students to complete a significant number of their undergraduate courses primarily through the flipped classroom model is preparing to graduate in the spring.

The college has been encouraging its instructors to switch to a flipped classroom model, where students watch recorded video lectures before class and then use class time to put their learning into practice through in-class activities and to interact with their instructors and their classmates. According to a news release from the UWISC College of Engineering, the flipped learning approach can help students develop "communication and collaboration skills that often prove just as important as the technical foundations of engineering."
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Plan Top Project-Based Learning Ideas With These 8 Terrific Tips

Plan Top Project-Based Learning Ideas With These 8 Terrific Tips | Active learning in Higher Education | Scoop.it
When workshopping project-based learning ideas, start by thinking about where you want to go and what you want to accomplish with your students. Although technology may play a huge role in how projects are put together, you want to keep it tangible. The Solution Fluency Activity Planner was built for project-based learning. It’s a guided system that makes PBL planning both easy and super-fun.
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The Downside of “Grit” (Commentary)

The Downside of “Grit” (Commentary) | Active learning in Higher Education | Scoop.it

In the field of education, meanwhile, some people are trying to replace a system geared to memorizing facts and taking tests with one dedicated to exploring ideas.  They’re committed to implementing a democratic, collaborative approach to schooling that learners will find more engaging than what they’re offered now.  But those enamored of grit look at the same status quo and ask:  How can we get kids to put up with it?

Duckworth acknowledges that it’s desirable for students to develop a long-term interest in what they’re doing, but the main thrust of her work is that “hard things” are worth doing just because they’re hard.  Her goal is to figure out how to make students pay “attention to a teacher rather than daydreaming” and “behav[e] properly in class.”  And in her more recent research, she even created a task that’s deliberately boring, the point being to find strategies for resisting the temptation to do something more appealing instead.

Whether that uninteresting stuff is worth doing apparently doesn’t matter.  As long as kids keep at it.

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6 Questions Every Critical Thinker Should Ask

6 Questions Every Critical Thinker Should Ask | Active learning in Higher Education | Scoop.it
In an earlier post here in Educational Technology and Mobile Learning I talked about the 8 elements of the critical thinking process and I argued that critical thinking is  a cognitive process that requires disruptive patterns of thinking, ones that question the status quo of propositions and leads to the creation of alternative lines of reasoning.

Today I am adding to this discussion this beautiful visual created by Learningcommons which features the 6 questions a critical thinker asks. This could be used as a poster in your classroom to remind students of the kind of questions they need to ponder about and develop. Have a look and share with your colleagues.
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Saberes Sin Fronteras OVS's curator insight, October 11, 2016 7:31 AM

Y falta la cuestión más importante: ¿En qué, o dónde se fundamenta la idea o norma presuntamente válida? ¿De dónde sabe el que propone una idea o norma que esa es la correcta?

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28 Student-Centered Instructional Strategies -

28 Student-Centered Instructional Strategies - | Active learning in Higher Education | Scoop.it
For in-person professional development from TeachThought on effective instructional strategies or any other topic your school or district might need, contact us today.

Student-centered teaching is teaching designed for the student. This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example. Done well, it can disarm some of the more intimidating parts of academia, while also shortening the distance between the student and understanding.
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Curtin Uni student to embark on scholarship at ABC - Community News Group

Curtin Uni student to embark on scholarship at ABC - Community News Group | Active learning in Higher Education | Scoop.it
CURTIN University student Mona Ghiasi was named the recipient of the ABC Women in Broadcast Technology Scholarship for Western Australia.

Ms Ghiasi received four weeks paid work experience with the national broadcaster’s technology team in Perth.

She will experience first-hand the technical side of broadcasting; how the equipment works, how radio and television are transmitted and how to keep programs on air when things go wrong.
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