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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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Education Futures | Will Richardson on knowmadic schooling

Education Futures | Will Richardson on knowmadic schooling | Active learning in Higher Education | Scoop.it

"Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they’ll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.

 

“In modern learning it’s all about producing and iterating, figuring out what’s working and not working, revising, trying again,” said Richardson. In a “knowmadic” learning environment kids could constantly relearning and will be less afraid of failure."


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Jim Lerman's curator insight, July 22, 2013 5:33 PM

Richardson's slide deck from this year's ISTE conference. I love how he is always pushing us to expand our horizons and focusing on the future.

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12 Principles Of Collaboration In Learning

12 Principles Of Collaboration In Learning | Active learning in Higher Education | Scoop.it

Collaboration is among the most-often promoted fluencies of 21st century learning (along with creativity and communication). However, there are very few frameworks or models that exist to support the development of better collaboration forms. As it is, in many K-12 learning environments, collaboration is limited to teacher-created grouping, or more scattered project-based learning groups that converge on a single project and thus a single goal.

The following principles of collaboration (seemingly created for businesses but clearly applicable to learning) push that idea a bit further–with some important emphases on the individual, including:

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Cognitive Ethnography: a Method for Design, Measure, and Analysis of Game Studies, Multimedia Learning for Design, Academic Performance, Leisure Studies, and Professional Development | Video Games ...

Cognitive Ethnography: a Method for Design, Measure, and Analysis of Game Studies, Multimedia Learning for Design, Academic Performance, Leisure Studies, and Professional Development | Video Games ... | Active learning in Higher Education | Scoop.it
Cognitive Ethnography: a Method for Design, Measure, and Analysis for Multimedia Learning and Design: This monograph describes cognitive ethnography as a method of choice for game studies, multimedia learning, professional development, leisure...
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digitalsandbox: Infusing 21st Century Skills Into Authentic Learning

digitalsandbox: Infusing 21st Century Skills Into Authentic Learning | Active learning in Higher Education | Scoop.it

Due to the advancement of new technologies 21st Century educators will soon be exploring ways to personalize education that promote student center learning formats. These new personal learning environments are not necessarily about the incorporation of technology into a daily lesson but more about teaching students how to collaborate, aggregate and create content into repositories of knowledge. To integrate technology means that teachers must have a deep understanding on how accessing information and creating content is inclusive with digital tools.

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CTE - Publications & Presentations

CTE - Publications & Presentations | Active learning in Higher Education | Scoop.it
Cornell Center for Teaching Excellence Homepage
dianataylor's insight:

Under heading "Active Learning" see the HANDOUT for "Active Learning: Creating Excitment in the Classroom" PDF or go to http://www.cte.cornell.edu/documents/presentations/Active%20Learning%20-%20Creating%20Excitement%20in%20the%20Classroom%20-%20Handout.pdf

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Study Guides and Strategies

Study Guides and Strategies | Active learning in Higher Education | Scoop.it
Twenty sections of 250 study guides and 100 exercises for learners, middle school through returning adult, in 39 languages.

 

For the past sixteen years I have researched, authored, maintained and supported the Study Guides Web site as an independent, learner-centric educational public service. We have enjoyed collaborative projects across institutional, cultural and national boundaries. I resist registration and distracting graphics or features that may interfere with maximizing learner access and success. I hope you find the resource helpful.

dianataylor's insight:

nifty study guides and strategies resource

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What If We Flipped Online Learning? - Edudemic

What If We Flipped Online Learning? - Edudemic | Active learning in Higher Education | Scoop.it

In short, flipped online learning would involve a larger focus on the student producing the learning materials and having an online instructor be more of a ‘guide on the side’ as it were. Rather than watching videos and taking a quiz, you’d have a robust discussion, have students create projects to share with classmates, and generate more discussion out of that.

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27 Ways To Increase Student Engagement In Learning

27 Ways To Increase Student Engagement In Learning | Active learning in Higher Education | Scoop.it
27 Ways To Increase Student Engagement In Learning
Jacqui Kelly's insight:

A quick infographic listing a range of different ways to increase student engagement. 

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Report: The 4 Pillars of the Flipped Classroom -- Campus Technology

Report: The 4 Pillars of the Flipped Classroom -- Campus Technology | Active learning in Higher Education | Scoop.it

Though all classrooms are different, there are four critical elements that successful flipped classrooms have in common, according to a new report developed by the Flipped Learning Network, George Mason University, and Pearson's Center for Educator Effectiveness.

 

The report, "A Review of Flipped Learning," is designed to guide teachers and administrators through the concepts of flipped classrooms and provide definitions and examples of flipped learning in action.

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Educational Transformation through Technology at MIT - Learning Spaces

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Peter Mellow's comment, June 18, 2013 1:28 AM
I like the TEAL case study the best!
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Home - New learning spaces - Library Subject Guides at RMIT University

Home - New learning spaces - Library Subject Guides at RMIT University | Active learning in Higher Education | Scoop.it
Library Subject Guides. New learning spaces. Home.
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New STEM Faculty Support: Why Aren’t We Providing It?

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Flipped Classroom - thoughts, practices, tools, examples, discussion...

Flipped Classroom - thoughts, practices, tools, examples, discussion... | Active learning in Higher Education | Scoop.it
It's all about flipped classrooms. #flipclass #flippedclassroom
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“I Don’t Like This One Little Bit.” Tales from a Flipped Classroom | Faculty Focus

“I Don’t Like This One Little Bit.” Tales from a Flipped Classroom | Faculty Focus | Active learning in Higher Education | Scoop.it
Shifting responsibility for learning basic course content onto the student, alters the instructor’s role to that of setting the stage, not being on it.

 

In the end, the benefits of the flipped approach are considerable. Students take more responsibility for their own learning. Working in class along with a master of the discipline (you), they learn to think more critically, communicate more effectively, and have a greater appreciation for the unique importance and logic of the subject. And they experience at least some of the satisfaction of learning how to think in a new and, in some cases, life-changing way.

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Classes should do hands-on exercises before reading and video, Stanford researchers say

Classes should do hands-on exercises before reading and video, Stanford researchers say | Active learning in Higher Education | Scoop.it
A study of how students best learned a neuroscience lesson showed a distinct benefit to starting out by working with an interactive 3D model of the brain.
dianataylor's insight:

"Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."

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STRATEGIES FOR COOPERATIVE AND COLLABORATIVE LEARNING IN LARGE LECTURE GROUPS

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Rescooped by Kim Flintoff from Online Student Engagement in Higher Education
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Deep Engagement as a complex system: identity, learning power and authentic enquiry

Deep Engagement as a complex system: identity, learning power and authentic enquiry | Active learning in Higher Education | Scoop.it

This chapter develops a definition of engagement which is underpinned by a participatory enquiry paradigm and invites an exploration of patterns and relationships between variables rather than a focus on a single variable. It suggests that engagement is best understood as a complex system including a range of interrelated factors internal and external to the learner, in place and in time, which shape his or her engagement with learning opportunities. The implications of this approach are explored first in terms of student identity, learning power and competences and second in terms of student participation in the construction of knowledge through authentic enquiry. Examples are used to illustrate the arguments which have been generated from research into the theory and practice of Learning Power and from the Learning Futures programme in the UK and Australia. The chapter argues that what is necessary for deep engagement in the twenty-first century is a pedagogy and an assessment system which empower ­individuals to become aware of their identity as learners through making choices about what, where and how they learn and to make meaningful connections with their life stories and aspirations in authentic pedagogy. In this context, the teacher is a facilitator or coach for learning rather than a purveyor of expert knowledge.

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Learner Centered Teaching : Putting the Research on Learning into Practice

Learner Centered Teaching : Putting the Research on Learning into Practice | Active learning in Higher Education | Scoop.it

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don’t have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what they would like to achieve in their teaching and the knowledge and strategies needed to make it happen. LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective alternatives to replace practices that don’t optimizing student learning. To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; addresses the affective concerns of students; uses proven approaches to improve student’s comprehension and recall; and that calls for the design of authentic assessment strategies – such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate. The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of participants at regional, national and international conferences at which he has presented on topics related to LCT.

dianataylor's insight:

Mostly in first person this eBook combines research with personal experience, offers strategies and explanations. Perhaps a useful resource for the active learning modules? This book is full of take home messages.

 

NOTE: requires Curtin Library user login

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CTE - Active Learning

CTE - Active Learning | Active learning in Higher Education | Scoop.it
Cornell Center for Teaching Excellence Homepage
dianataylor's insight:

A thorough web resource. Scroll down to "Resources" to locate two useful downloads.

 

1. Active Learning Techniques PDF which details a variety of activity plans.
 http://www.cte.cornell.edu/documents/Classroom%20Structures.pdf

 

2. Classroom structures PDF a detailed rubric of student participation activities.
 http://www.cte.cornell.edu/documents/cte/CTE%20Active%20Learning%20Techniques.pdf

 

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Pedagogical Pattern Collector v3

Pedagogical Pattern Collector v3 | Active learning in Higher Education | Scoop.it

 The Pedagogical Patterns Collector suite of tools enables teachers to share their good teaching ideas. It is intended to help a subject teacher see how a particular pedagogic approach can be migrated successfully across different topics. There are sample patterns to browse and edit, or you can design your own from scratch.  This is an output from the TLRP-TEL research project on a learning design support environment for teachers and lecturers, funded by the ESRC-EPSRC .

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Future learning spaces conference publication - free download!

Future learning spaces conference publication - free download! | Active learning in Higher Education | Scoop.it

Future learning spaces conference publication - free download! Future Learning Spaces Designs on elearning conference proceedings 2011. Stefan Sonvilla-Weiss & Owen Kelly (eds.) ISBN: 978-952-60-4517-7 335 pages ...


Via Not a waste of Space
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A whopping big epublication i'm sure has something for everyone

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A Review of Flipped Learning

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Educational Transformation through Technology at MIT - Active Learning

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Active learning - Richard Felder's Education-Related Publications

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Flipped Learning explained visually

Flipped Learning explained visually | Active learning in Higher Education | Scoop.it

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David Donat's curator insight, July 24, 2013 3:26 PM

Una bona presentació de la "Flipped Classroom": no és un mètode pedagògic, sinó una manera més d'enfocar l'aprenentatge, que pot anar bé en algunes ocasions i que en d'altres no tant. Es pot plantejar com un recurs més, combinable amb qualsevol altre.

La meva opinió és que els alumnes són tan diversos que no hi ha cap metodologia "ideal". Cadascun necessitarà eines i processos diferents i per tant, quantes més dinàmiques i metodologies s'utilitzin (i més flexibles siguin) millor s'atendrà a cadascun d'ells. No cal dir que amb ratios de més de 30 adolescents per aula tampoc es poden fer miracles.

Gilles Le Page's curator insight, July 24, 2013 4:07 PM

infographie

Barbara Monica Pérez Moo's curator insight, July 25, 2013 12:10 PM

Dara para mucho, vamos iniciando!