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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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ISTE | Reinventing Project-Based Learning Your Field Guide to Real-World Projects in the Digital Age By Suzie Boss and Jane Krauss Foreword by Leslie Conery

ISTE | Reinventing Project-Based Learning Your Field Guide to Real-World Projects in the Digital Age By Suzie Boss and Jane Krauss Foreword by Leslie Conery | Active learning in Higher Education | Scoop.it
Want to transform learning into a more active, student-driven experience while using technology tools for inquiry, collaboration and connection to the world beyond the classroom? Check out Reinventing Project-Based Learning! Author:By Suzie Boss and Jane Krauss Foreword by Leslie Conery, description: This reader-friendly book will show you the way to transform learning into a more active, student-driven experience, using technology tools to bring the world to your classroom.
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9 Video Tips for a Better Flipped Classroom -- THE Journal

9 Video Tips for a Better Flipped Classroom -- THE Journal | Active learning in Higher Education | Scoop.it

Early adopters share how schools can find success with teachers and students alike--even when the technology seems as topsy-turvy as the lessons.


Via R.Conrath, Ed.D.
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Report: Half of University Faculty Have Flipped their Classroom or Will in the Next Year -- Campus Technology

Report: Half of University Faculty Have Flipped their Classroom or Will in the Next Year -- Campus Technology | Active learning in Higher Education | Scoop.it
Half of university faculty members have deployed the flipped classroom model or plan to within the next 12 months, according to a new survey from the Center for Digital Education and Sonic Foundry.
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10 Pros And Cons Of A Flipped Classroom

10 Pros And Cons Of A Flipped Classroom | Active learning in Higher Education | Scoop.it
10 Pros And Cons Of A Flipped Classroom

Via Steve Madsen
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Steve Madsen's curator insight, November 28, 2013 12:56 AM

A thoughtful article on the advantages and disadvantages of a flipped classroom.  Includes several resource links.

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Why Learning Through Social Networks Is The Future

Why Learning Through Social Networks Is The Future | Active learning in Higher Education | Scoop.it

Students Need Professional Learning Networks, Too

Learning to create, manage and promote a professional learning network (PLN) will soon become, if it’s not already, one of the most necessary and sought after skills for a global citizen, and as such, must become a prominent feature of any school curriculum.

 


Via Gust MEES
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Ali Anani's curator insight, December 2, 2013 12:52 AM

The emergence of social networks impact is well-explained in this post.

Amanda Feliu's curator insight, December 2, 2013 4:55 AM

Un article molt interessant que parla sobre que els estudiants necessiten aprendre des de xarxes socials professionals.

Kim Flintoff's curator insight, July 8, 1:27 AM

Collaboration can be both a formal structure for learning activity but also an underpinning framework for engagement and fostering life-long learning.  Learning networks are part the new learning ecosystem and should be recognised and supported.

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Increasing Student Engagement By Grading Backwards

Increasing Student Engagement By Grading Backwards | Active learning in Higher Education | Scoop.it

Students earn points (grades), gain levels (grades), and in a way, have leaderboards. There are class valedictorians and students are essentially ranked based on their grades when colleges are deciding who to accept.  Currently, the typical grading system in schools has students starting off with a 100 average, which slowly (or quickly, depending on the student’s performance) gets lower and lower as the student receives anything less than a 100 on any assignments, tests, etc.

This system is subtractive, i.e. as a student achieves anything less than perfect, they are punished with a decrease in score. A subtractive grading system punishes students for taking risks and stifles creativity. Students tend to be taught a specific way to perform a task, and if students try to problem solve in another way and fail (which is a core part of the learning process), they are punished with a lower grade. Therefore, students are less likely to try thinking outside of the box.

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How to Create Videos to Capture Your Audience

How to Create Videos to Capture Your Audience | Active learning in Higher Education | Scoop.it

When it comes to marketing strategy, videos are powerful. How powerful? On Facebook, for example, videos are shared 12 times more than non-video posts. And let’s not forget YouTube, the second largest search engine in the world (after Google, of course). The ability of videos to increase user engagement is unsurpassed.

 

According to YouTube’s statistics page, they get over 800 million unique visitors each month, users view more than 4 billion hours of video each month and upload 72 hours of video every minute. That’s a lot of potential for your video....


Via Jeff Domansky
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Dennis Staples's curator insight, November 12, 2013 4:01 PM

Good insight on using YouTube effectively!

Marie-Ann Roberts's curator insight, November 16, 2013 5:33 AM

Youtube videos to promote Plumpton CMI Courses?

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27 Simple Ways To Check For Understanding

27 Simple Ways To Check For Understanding | Active learning in Higher Education | Scoop.it
27 Simple Ways To Check For Understanding

Via Margarita Parra
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Cindy Riley Klages's curator insight, November 11, 2013 8:23 PM

Formative assessment to drive future instruction.  Love it!

Ness Crouch's curator insight, November 12, 2013 2:24 PM

Simple but useful.

Mary Clark's curator insight, November 15, 2013 9:32 AM

Several of these would be easy to use with library lessons.

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Designing Media-Based Assignments

Designing Media-Based Assignments | Active learning in Higher Education | Scoop.it
This website helps college teachers develop, deliver, and assess assignments incorporating images, video, and sound.

Via Beth Dichter
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Designing for Learning's curator insight, December 2, 2013 11:34 PM

The media capabilities of student devices (including but not limited to iPads) open up a diverse spectrum of rich assignment formats. This Notre Dame site contains helpful exemplars and instructions for those starting out in this new field of both formative and summative assessment.

Malin Fölster's curator insight, December 7, 2013 8:37 AM

Wow denna sida var sååå bra. Jag förlorade mig själv på denna sidan idag! :))) 

brendasherry's curator insight, April 21, 9:58 AM

Awesome collection of ideas and exemplars...

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Wolfram Alpha Launches Problem Generator To Help Students Learn Math

Wolfram Alpha Launches Problem Generator To Help Students Learn Math | Active learning in Higher Education | Scoop.it

If you’re studying math or science, you are probably pretty familiar with Wolfram Alpha as a tool for figuring out complicated equations. That makes it a pretty good tool for cheating, but not necessarily for learning. Today, the Wolfram Alpha team is launching a new service for learners, the Wolfram Problem Generator, that turns the “computational knowledge engine” on its head.

The Problem Generator – which is available to all Wolfram Alpha Pro subscribers now – creates random practice questions for students, and Wolfram Alpha then helps them find the answers step-by-step.

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Optimal Video Length for Student Engagement | edX

Optimal Video Length for Student Engagement | edX | Active learning in Higher Education | Scoop.it
The optimal video length is 6 minutes or shorter -- students watched most of the way through these short videos. In fact, the average engagement time of any video maxes out at 6 minutes, regardless of its length. And engagement times decrease as videos lengthen: For instance, on average students spent around 3 minutes on videos that are longer than 12 minutes, which means that they engaged with less than a quarter of the content. Finally, certificate-earning students engaged more with videos, presumably because they had greater motivation to learn the material.
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chadjwilliams's curator insight, November 12, 2013 2:46 PM

We all new that long winded lectures were ineffective.

 

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Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 | Active learning in Higher Education | Scoop.it

In 1990, after seven years of teaching at Harvard, Eric Mazur, now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher “was a complete illusion, a house of cards.”

The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes. He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States. Astonishingly, the test showed that their introductory courses had taught them “next to nothing,” says Mazur: “After a semester of physics, they still held the same misconceptions as they had at the beginning of the term.”

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Learning Trends vs. Permanent Disruptors

Learning Trends vs. Permanent Disruptors | Active learning in Higher Education | Scoop.it
Teachers are used to hearing about new ideas in education -- changes in instruction, technology and curriculum that are going to fix what's broken.

So what's the takeaway for us, as teachers?

Well, the students have already changed. Learning trends are no longer about preparation, but about mitigation, about reducing the erosive effect of pairing connected students with disconnected learning environments. Coming to terms with that is important for both teachers and other change agents. We're chasing, not leading.

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Classrooms Flipped Around the World

Classrooms Flipped Around the World | Active learning in Higher Education | Scoop.it

We know about the success Salman Kahn has had with the "flipped classroom" where online lectures and short videos happen at home, or in a coffee shop, and project-based learning happens during school.

We may be relatively unaware just how much this concept is taking hold across the world, or why.

A fact of life in the 21st century is that technology has moved faster than ever imagined. And unless educators everywhere use technology to reinvent their current systems of education, people will suffer as more and more they are left behind the learning curve, and left behind the mainstream of world economic development.

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Media platform for blended learning, flipped classrooms and digital education | MediaCore

Media platform for blended learning, flipped classrooms and digital education | MediaCore | Active learning in Higher Education | Scoop.it

MediaCore’s powerful media library provides schools, higher ed institutions and businesses with an easy way to share and manage their educational content.


Via Nik Peachey
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Nik Peachey's curator insight, December 11, 2013 3:05 AM

This looks like a great way for schools to host video and build learning around it. There is also a plugin for Moodle making it easier to import in video.

Ali Anani's curator insight, December 12, 2013 8:48 AM

Technology is changing how we learn

Polina Hadjipanayiotou's curator insight, January 26, 6:44 AM

Once more media changing how education is delivered

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Sentient code: An inside look at Stephen Wolfram's utterly new, insanely ambitious computational paradigm

Sentient code: An inside look at Stephen Wolfram's utterly new, insanely ambitious computational paradigm | Active learning in Higher Education | Scoop.it

Wolfram gave me a glimpse under the hood in an hour-long conversation. And I have to say, what I saw was amazing.

Making the computer do the work

“In general, what we’re trying to do is so that as long as a person can describe what they want, our goal is to get that done. A human defines what the goal should be, and a computer does its best to figure out what that means, and does its best to do it,” Wolfram says.

 

I watched him do it, live.

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10 Ways to Enchance Instructor Presence in Online Programs


Via Ana Cristina Pratas
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Flipped classroom model gains steam on campuses - eCampus News

Flipped classroom model gains steam on campuses - eCampus News | Active learning in Higher Education | Scoop.it

Eighty-four percent of educators said the flipped model was a “better learning experience” for their students.

Ralph Welsh, a public health sciences professor at Clemson University, said that while there were more high marks on end-of-semester student evaluations, there was also a jump in low marks. This, Welsh said, showed that the flipped model had at least some polarizing potential.

“Most students want the recorded lecture, but if the tradeoff is not seeing the professor face to face, it might not be worth it for all of them,” said Welsh, who has experimented with the flipped classroom. “They liked it, but they still wanted to see the professor face to face in the classroom.”

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projeqted - dynamic presentations in the classroom

projeqted - dynamic presentations in the classroom | Active learning in Higher Education | Scoop.it

Real-time presentations with dynamic slides. Create a presentation once, and it updates everywhere instantaneously. With Projeqt, students can access, share, create and review their work from anywhere, at anytime. Give comments and feedback and track student progress; your Projeqts live in real-time and can be shared for everyone to see. Break away from the exhausting effects of the one-dimensional PowerPoint presentation and create a social and interactive learning experience.


Via Baiba Svenca
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Dixie Conner's curator insight, November 6, 2013 6:02 PM

Looks like something to learn more about. 

Lara N. Madden's curator insight, November 6, 2013 8:37 PM

I love finding new presentation software...

Agora Abierta's curator insight, November 7, 2013 7:35 AM

Presentaciones para clase

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The 21st century is challenging old notions of learning spaces

The 21st century is challenging old notions of learning spaces | Active learning in Higher Education | Scoop.it

Classrooms should be spaces that students don’t want to leave.  Some communities are still hesitant about these futuristic looking learning spaces and have resorted to older, traditional physical spaces. Hopefully, they will begin to embrace changes to better prepare students and move them in the 21st century global economy.

 


Via Nik Peachey
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Allan Shaw's curator insight, November 19, 2013 4:52 PM

While I do not ascribe to everything mentioned in this post, there is much to commend it.

Schools and the learning spaces within them should be engaging and attractive places for children in which to learn. Outside of their home, school is where they spend a significant portion of their lives.

richard Forward's curator insight, December 14, 2013 2:35 PM

Are you old school or Mr cutting edge?

www.englishcoach.fr

54321ignition's curator insight, January 18, 6:57 AM

To construct better learning environments we need to deconstruct our traditional view of the classroom.

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The e-Learning Café project of the University of Porto: innovative learning spaces, improving students’ engagement in active and collaborative learning

The e-Learning Café project of the University of Porto: innovative learning spaces, improving students’ engagement in active and collaborative learning | Active learning in Higher Education | Scoop.it

This paper reports the ongoing research project headed by the University of Porto and the research group Centre of Spatial Representation and Communication, from de R&D Centre of its Faculty of Architecture (FAUP), which aims the design and study of hybrid spatial environments:

E-Learning Centres. Our main objective is to present and discuss the contribution of the E-Learning Café project of the U.Porto and of the successful implementation of its program, focused on learning physical spaces able to combine social interaction with diverse pedagogical and cultural activities. All these have proven to be an important relational dimension for all the people working or studying at U. Porto and an asset to foster the openness of the University to the society.

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Flipping the Classroom Facilitates Active Learning Methods

Flipping the Classroom Facilitates Active Learning Methods | Active learning in Higher Education | Scoop.it
Flipping the Classroom Facilitates Active Learning Methods – Experiential, Project Based, Problem Based, Inquiry Based, Constructivism, Etc.No study can deny this – freeing up class time enables teachers and students to pursue Active Learning.
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Ditch the Clickers

Ditch the Clickers | Active learning in Higher Education | Scoop.it

You’ve dedicated your career to helping students learn. But with the number of new technologies rapidly transforming students’ learning experiences, how do you modify your teaching methods to accommodate changing learning styles?Click here to edit the title

Kim Flintoff's insight:

Some promotional material from ECHO 360 and its new LectureTools features.

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Jan Lindblom's curator insight, November 10, 2013 9:37 AM

Online teaching technology allows better analysis tools, making it possible to have a better learning outcome, like this product demonstration shows. Cloud Education, or Education 3.0 is not just recorded online lectures, it is also about information being delivered to receivers and making sure that it got there successfully.

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10 must-watch videos for flipped learning | eSchool News | eSchool News

10 must-watch videos for flipped learning | eSchool News | eSchool News | Active learning in Higher Education | Scoop.it
Learn how these 10 flipped learning videos can inspire in-classroom inquiry-based learning through vivid animations and real-world examples.
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Learning Online is not a Spectator Sport: How to Make it Active

Learning Online is not a Spectator Sport: How to Make it Active | Active learning in Higher Education | Scoop.it
“Learning is not a spectator sport.” Chickering & Gamson, excerpt from the Seven Principles for Good Practice in Undergraduate Education, (1987). Principle number three, ‘Good practice encourag...
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