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Educational Leadership and the E-Learning Paradigm | Bostrom | Global Partners in Education Journal

Educational Leadership and the E-Learning Paradigm | Bostrom | Global Partners in Education Journal | Higher Education Teaching and Learning | Scoop.it

School systems today need leaders who are technologically savvy and can navigate the online environment. They must also have skills ranging from financial and human resource management to outcomes measurement, and government relations-all with a solid grounding in ethics and personal conviction. Some educational leaders are concerned that the online environment does not have the same high quality as the campus environment, but comparing campus and online classes may be like comparing apples and oranges because there are differences in the type and caliber of learners who choose one delivery model over the other, and there are differences in personality and communication skills of campus instructors and online instructors. After careful consideration of the potential benefits and challenges of the e-learning paradigm, it is reasonable to conclude that when it is done well, e-learning can be authentic and active. Quality online programs and global partnerships enable best practices institutions to develop professional adult educators and invest in faculty development of scholar-practitioners.

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Higher Education Teaching and Learning
Issues and priorities arising around academic development, teaching and learning in Higher Education.
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Curtin Teaching and Learning - eLearning: eLearning advisors

Curtin Teaching and Learning - eLearning: eLearning advisors | Higher Education Teaching and Learning | Scoop.it
The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.

 

Use the 'Filter' pull-down menu above to search for topics by keywords.


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Craig Patterson's comment, June 13, 2013 1:52 AM
Is this link working?
Kim Flintoff's comment, June 13, 2013 2:12 AM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
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Flipping Large Classes: Three Strategies to Engage Students

Flipping Large Classes: Three Strategies to Engage Students | Higher Education Teaching and Learning | Scoop.it
Go beyond “think, pair, share” and clickers in your large classroom. These activities can engage students in higher levels of thinking and analysis.
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Sir Ken Robinson: How to Create a Culture For Valuable Learning

Sir Ken Robinson: How to Create a Culture For Valuable Learning | Higher Education Teaching and Learning | Scoop.it
There are still many disagreements about how to improve the education system so that children graduate with the skills and dispositions they will need to succeed in life. Education reform discussions often center on how to tweak existing mechanisms, but what if the system itself is creating the problems educators and policymakers are trying to solve? That’s the theory favored by author and TED-talk sensation Sir Ken Robinson.

“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called Big Bang. He went on to describe the two pillars of the current system — conformity and compliance — which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.
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How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom, Pt 1

How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom, Pt 1 | Higher Education Teaching and Learning | Scoop.it
How Do I Get Started? A Step-by-Step Guide to Designing a Student-Centered Classroom Part I

A Series in Six Parts to Help Anyone Get Started in Turning a Traditional Classroom into a Student-Centered, Active, Progressive, Engaged, Constructivist Learning Experience
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Teaching Old Dogs New Tricks: 3D Printing Within Higher Ed

Teaching Old Dogs New Tricks: 3D Printing Within Higher Ed | Higher Education Teaching and Learning | Scoop.it
As the needs and opportunities surrounding 3D printing grow, colleges and universities find innovative ways to leverage — and fund — the technology.
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Learning Innovation Week

Learning Innovation Week | Higher Education Teaching and Learning | Scoop.it
20 - 21 OCTOBER, 2016 | HILTON, SYDNEY

Universities are facing major disruption. Technology and availability of material are constantly changing, forcing teaching and learning to do the same.

Traditional tertiary structures need to adapt, become flexible, and innovate if they are to survive.

Critical to this shift is the niche focuses Learning Innovation Week will cover, for each has a crucial role in propelling teaching and learning forward, developing strategy, encouraging innovation and changing the game when it comes to education.
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Kim Flintoff from Curtin Learning Futures team will be presenting at this event.
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Three steps to become a digitally agile educator

Three steps to become a digitally agile educator | Higher Education Teaching and Learning | Scoop.it

Become a digitally agile educator


As I’ve indicated at the start of this post, educators need to identify and develop opportunities to build and utilize these new and digital literacies in their work. There is not only a need to use these texts and tools in our teaching, learning, and research, there is a need to guide students in the processes.

The steps listed above will take time, but will bring you to the starting point as you interact online. The steps and work detailed are also not impossible. Your mindset should be to move forward through the steps in a granular and thoughtful pace.

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12 Principles of Modern Learning

12 Principles of Modern Learning | Higher Education Teaching and Learning | Scoop.it

Infographic.


Via Nik Peachey
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Dr. Theresa Kauffman's curator insight, June 25, 1:35 PM
A very interesting infographic about engaging students in modern learning. What do you think?
Skylly_W's comment, June 27, 9:14 PM
Thank you very much
Evoluo's curator insight, June 28, 9:18 AM

Modern learning : vous voyez d'autres principes ? D'autres pratiques ?

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Strength in Education | MIT Spectrum

Strength in Education | MIT Spectrum | Higher Education Teaching and Learning | Scoop.it
IN THE COZY “FAMILY ROOM” of the McGovern Institute for Brain Research at MIT, neuroscientist Rebecca Saxe PhD ’03 is chatting with a group of parents, some holding infants and others reclined on a striped rug alongside their toddlers, who play in the shadow of an enormous teddy bear. Saxe is outlining the puzzle, as she puts it, of “why babies know so much but can do so little.”

She summarizes for her visitors—many of whom have enrolled their children in her studies, or will, she hopes—the results of past research indicating infants as young as six months comprehend a surprising amount about their world: connecting words to objects, registering differences between faces. She displays images of adult and infant brains, noting that the “white matter” abundant in the older brain is nearly absent in the baby’s. “Maybe white matter is necessary for coordinating action,” she hypothesizes, “but learning, which can be done more slowly and offline, doesn’t depend on that.”
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Content, it’s us (Content is the product of learning not the input)

Content, it’s us (Content is the product of learning not the input) | Higher Education Teaching and Learning | Scoop.it
I’m starting to believe, more and more, that given THE INTERNETS, content should be something that gets created BY a course not BEFORE it.

Dave Cormier,  ‘Content is a print concept‘, June 2016
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Effective teachers for all classrooms? It’s time for teacherpreneurs - Global Education & Skills Forum

Effective teachers for all classrooms? It’s time for teacherpreneurs - Global Education & Skills Forum | Higher Education Teaching and Learning | Scoop.it

There are at least six sound reasons for this bold brand of teacher leadership:

- Researchers have proven that students learn more when their teachers collaborate in deep and authentic ways;
- Principals alone cannot address demands of 21st-century learning and accountability;
- Top-performing nations invest in teachers as leaders;
- The most effective teacher evaluation systems are driven by master teachers;
- Teachers trust their teaching colleagues more than anyone else to help them improve their practice; and
- Large percentages of teachers are interested in leading without leaving the classroom.


The benefits of hybrid roles

My nonprofit organization, the Center for Teaching Quality, supports an Internet-based community of 9,000 teachers in the CTQ Collaboratory. We have seen firsthand the powerful ways in which teachers can connect, ready, and mobilize themselves in their students’ best interest.

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Tyler Cowen Says Online Professors Should Think Like Bloggers

Tyler Cowen Says Online Professors Should Think Like Bloggers | Higher Education Teaching and Learning | Scoop.it

This is the third episode of our new podcast series on the future of higher education. You can subscribe in iTunes to get prior and future episodes.

Many people know Tyler Cowen for his economics blog, Marginal Revolution. A couple of years ago Mr. Cowen, a professor of economics at George Mason University, looked at the rise of online lectures, course videos, and MOOCs, and decided that the next logical step from blogging was to start his own university. So he and a colleague did it. It’s called Marginal Revolution University, and it’s a rapidly growing collection of free online courses. There’s no campus for this university, of course, and it doesn’t grant degrees. It’s all just a website, so it’s not a real university, right?

"Very quickly, What’s a university and what is not?" said Mr. Cowen. "Those distinctions are crumbling. If we’re not a university, maybe no one else will be either."

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A Pedagogy That Spans Semesters

A Pedagogy  That Spans Semesters | Higher Education Teaching and Learning | Scoop.it
T he college seminar is a productive space. Every semester, students’ discussions, papers, and projects produce a wealth of knowledge that expands the core focus of a course. But the life of this student-generated knowledge is almost always short. Class discussions rarely survive outside of the ephemera they produce, such as notes and forums. Even term papers and slide decks are at best saved but seldom shared. We often brag about the insightfulness of our students, but we do little to retain their insights, and we do even less to ensure that any knowledge that is preserved will help educate the next cohort.
Until this past semester, while I, too, was in awe of the knowledge my seminar students produced, I didn’t know how — and didn’t even really think about how — to carry their wisdom from one semester to the next. A handy digital tool, however, now allows me to do just that.
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Professional service staff feel ‘undervalued’, study suggests

Professional service staff feel ‘undervalued’, study suggests | Higher Education Teaching and Learning | Scoop.it

Professional support staff's crucial role in improving student outcomes is often overlooked by senior management, a study claims.

While academic support staff are often credited with keeping a university ticking over, their direct contribution to raising student satisfaction scores, reducing dropout rates and aiding graduate employment rates is felt to be largely ignored, according to the analysis, published in the Journal of Higher Education Policy and Management last month.


Based on interviews with 28 academic support staff at universities in the UK and Australia, the paper, titled “Exploring the contribution of professional staff to student outcomes: a comparative study of Australian and UK case studies”, says that while “middle managers (immediate supervisors) were viewed as positively valuing their staff that was not the case with senior management”.

Teaching satisfaction scores, as measured by the UK's National Student Survey, were a good example of where the contribution of professional service staff was overlooked, with the lion’s share of credit generally going to academics, one of the report’s authors, Julie-Anne Regan, an education developer at the University of Liverpool's Centre for Lifelong Learning, told Times Higher Education.

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What the Heck Is Inquiry-Based Learning?

What the Heck Is Inquiry-Based Learning? | Higher Education Teaching and Learning | Scoop.it
Teachers use inquiry-based learning to combat the “dunno” -- a chronic problem in student engagement. Check out these four steps for creating inquiry-based curriculum.
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Standardised curriculums in Indian universities are not helping to improve academic quality

Standardised curriculums in Indian universities are not helping to improve academic quality | Higher Education Teaching and Learning | Scoop.it
Standardised curriculums adopted by many universities in India are not helping to raise students' academic outcomes.

Over-regulation in the Indian higher education sector has led regulators like the University Grants Commission (UGC), All India Council for Technical Education and the Pharmacy Council of India to insist on a standardised curriculum being followed by all colleges and universities.

UGC proposed the model curriculum for almost all programs and courses as it assumed standardising the curriculum would help to establish a minimum standard of quality. And for the courses that this didn’t apply to, such as the professional ones, other regulators like AICTE stepped in.
Kim Flintoff's insight:
Seems to be an issue whenever standardised approaches are introduced into contexts that rely on personalisation to be successful.
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PIRatE Lab's comment, August 15, 7:43 PM
Very much so Kim! There is a time a place for standardization, but too often it is proffered as and end all be all solution. More often than not standardization doesn't solve the underlying issue/problem.
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How to Become and Remain a Transformational Teacher

How to Become and Remain a Transformational Teacher | Higher Education Teaching and Learning | Scoop.it
However talented, no one is a natural-born teacher. Honing the craft takes significant care and effort, not just by the individual, but also by the school at large. Though experience does matter, it matters only to the extent that a teacher -- regardless of how long he or she has been in the classroom -- commits to continued professional development to refresh his or her status as a transformational teacher. Along those lines, even after a decade in the classroom, I don't claim to be beyond criticism -- not in the least. Still, I wish to offer some advice on constantly striving toward perfection, however elusive that goal will always remain.
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Why Experts Make Bad Teachers — Medium

Why Experts Make Bad Teachers — Medium | Higher Education Teaching and Learning | Scoop.it

We’d all agree that to teach a subject, you must know the subject. So you’d think that experts would be the best teachers, but they’re not. The question is why? 


To understand why experts have trouble teaching well, you have to understand what makes experts different from the rest of us.
People who are truly experts in a subject have knowledge most of us don’t. But that does NOT make them a true expert.

What makes them a true expert is understanding.

And with real understanding comes Abstractions.

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10 Indicators Of Efficient Teaching

10 Indicators Of Efficient Teaching | Higher Education Teaching and Learning | Scoop.it

Notice that we didn’t use the more vague “good teacher” phrasing.

That’s an important distinction, because here we’re talking about something a bit more clinical. Not entirely scientific and analytical and icky, but not entirely rhetorical and abstract and mushy either. Something somewhere in the middle–human, efficient, and hopefully happy and sustainable as a result.


10 Indicators Of Efficient Teaching

 

- You make frequent minor adjustments.

- You have access to “good” data.

- You don’t teach, you design.

- You plan backwards.

- You don’t do what you’re told.

- You’re a learning feedback machine.

- You prioritize endlessly.

- You change your mind.

- You see each student individually.

- Your students are changing–all of them.

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Chief scientist Alan Finkel blasts the education system. It rewards students who lower their expectations, he says

Chief scientist Alan Finkel blasts the education system. It rewards students who lower their expectations, he says | Higher Education Teaching and Learning | Scoop.it
Australia's education system has built in "irrational" incentives that reward students for not excelling in maths and science, chief scientist Alan Finkel will tell the Australian Science Teachers Association national conference on Monday.

Dr Finkel slammed the Australian Tertiary Admission Rank, or ATAR, for rewarding students who dropped science subjects and who did not study maths at the advanced level.

He also criticised the lack of maths and science prerequisite subjects asked for by universities for students who enter science and engineering degrees and others courses requiring maths skills such as commerce.

"Wherever I look at the education system, I see incentives to lower our expectations," Dr Finkel will tell science teachers at the conference.
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SearchReSearch: Why SearchResearch skills matter in education

SearchReSearch: Why SearchResearch skills matter in education | Higher Education Teaching and Learning | Scoop.it
Students still need to know these kinds of things, and is possible that learning the sequence of presidential elections is a good way to introduce those ideas.  

But even more, they need to know how to find out more about a topic in a way that is efficient and accurate.  They need to command the key topic ideas, recognize the presidents, their policies, and their parties.  They need to cultivate the trait of curiosity that will let them keep reading beyond Millard Fillmore, and learn about Zachary Taylor, and why Taylor setup Fillmore, and why that affected the US Civil War.  

Most importantly, they need to be able to answer the entire range of questions that will come up... and for the most part, that will require the skills of SearchResearch skills, and a drive to be curious about the world.  
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Uncapping of university places has not failed disadvantaged students

Uncapping of university places has not failed disadvantaged students | Higher Education Teaching and Learning | Scoop.it

The Group of Eight (Go8), which represents Australia’s elite universities, has called for university places to be recapped, saying that the demand-driven system has failed to sufficiently boost numbers of disadvantaged students entering higher education – one of its primary goals – and therefore the additional cost to the taxpayer is unjustified.

In real terms this represents more than 35,000 extra students from low-socioeconomic status (SES) backgrounds between 2009 and 2014, the period analysed by the Go8 in its paper.

This figure does not include other groups of disadvantaged students that have also benefited from the uncapping of places. These include Indigenous students, those living in regional and remote areas, and students with disabilities.

There are too many variables to know whether or not the 20% target by 2020 will be achieved. But even if, in the incredibly unlikely event that no more gains were made from now on, the policy would still have resulted in access for tens of thousands of disadvantaged students.

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9 Elephants in the (Class)Room That Should “Unsettle” Us

9 Elephants in the (Class)Room That Should “Unsettle” Us | Higher Education Teaching and Learning | Scoop.it

Synopsis
A list of things that we don’t really want to talk about in education. Here are nine of them:

1. We know that most of our students will forget most of the content that they “learn” in school. 
2. We know that most of our students are bored and disengaged in school.
3. We know that deep, lasting learning requires conditions that schools and classrooms simply were not built for. 
4. We know that we’re not assessing many of the things that really matter for future success. 
5. We know that grades, not learning, are the outcomes that students and parents are most interested in. 
6. We know that curriculum is just a guess. 
7. We know that separating learning into discrete subjects and time blocks is not the best way to prepare kids for the real world. 
8. We know (I think) that the system of education as currently constructed is not adequately preparing kids for what follows if and when they graduate.
9. And finally, we know that learning that sticks is usually learned informally, that explicit knowledge accounts for very little of our success in most professions.

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What metrics don't tell us about the way students learn

What metrics don't tell us about the way students learn | Higher Education Teaching and Learning | Scoop.it
A big push is under way in higher education to measure how students are learning and how good lecturers are at teaching them. Universities can track how much time a student spent on a learning module or how often they accessed a journal article or online book. Some universities are starting to use these “learning analytics” to study how students are accessing data. But that is currently all they can do – because of the limits of using this kind of “big data” to measure the effectiveness of teaching and learning.

In the UK, the government has confirmed plans to measure teaching excellence at universities in England via a new Teaching Excellence Framework (TEF). The Queen’s Speech revealed that a new Higher Education and Research Bill will be introduced to take forward regulation around the ideas set out in the higher education white paper.
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It’s Not Just About Teaching Online. It’s About Teaching, Period.

It’s Not Just About Teaching Online.  It’s About Teaching, Period. | Higher Education Teaching and Learning | Scoop.it
I often hear online learning touted as a disruptive innovation that is turning traditional higher education on its head. Yet for all the excitement swirling around the rise of online learning, there are many longtime academics who seem to view it as a kind of conqueror, tearing down the old and the good.

And perhaps they have a point.

I’m a distance-learning administrator at a two-year college where the number of students taking online courses has risen sharply. The more I’ve gotten to know the committed faculty members who have been serving students for decades, the more clearly I understand that their resistance isn’t just about doing business differently; it’s also about preserving their very purpose and identity.
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A 3 Dimensional Model Of Bloom's Taxonomy -

A 3 Dimensional Model Of Bloom's Taxonomy - | Higher Education Teaching and Learning | Scoop.it
Well, technically it’s a 2-dimensional representation of a 3-dimensional model, but being limited as we are in 2016 to 2D screens, it is what it is. (Soon you’ll be able to 3D print what you see–download the plans and print it. Or play with it in virtual reality. Eventually a hologram you can manipulate digitally–pass around the room like a tennis ball, then fling it into the ether….)

Rex Heer at Iowa State University, who created the graphic, explains:

Among other modifications, Anderson and Krathwohl’s (2001) revision of the original Bloom’s taxonomy (Bloom & Krathwohl, 1956) redefines the cognitive domain as the intersection of the Cognitive Process Dimension and the Knowledge Dimension.

This document offers a three-dimensional representation of the revised taxonomy of the cognitive domain. Although the Cognitive Process and Knowledge dimensions are represented as hierarchical steps, the distinctions between categories are not always clear-cut.
Kim Flintoff's insight:
First encounter this model as a 3D experience in Second Life circa 2008.   Doesn't seem to be well known by many educators... worth engaging with.
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