Higher Education Teaching and Learning
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Education Leadership: Will Richardson at TEDxMelbourne

video published Sept. 2, 2012

 

"Will Richardson has spent the past decade thinking and writing about how emerging web technologies can be best used in classrooms and schools. Called 'a trendsetter in education' by The New York Times, Will is author of the bestselling book Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms, and has spoken to tens of thousands of educators in more than a dozen countries about the value of online learning networks.

 

":Last month, in the middle of a cold Melbourne winter, we hosted a free event in the State Library of Victoria's Experimedia room -- a distinctive space where 19th-century grandeur meets 21st-century digital technology in a spacious bluestone-walled courtyard. Around 250 educators came together to explore the theme of Education Leadership.

 

"The attendees were encouraged to start thinking about how they can work together rather than in isolation within their own classrooms. The event focused on the changing nature of education and how technology can shape the future of learning which each of the speakers speaking passionately about their areas of expertise."


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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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Rescooped by Learning Futures | Curtin Learning and Teaching from Augmented, Alternate and Virtual Realities 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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Teaching and Learning Forum 2017 - The West Australian Network for Dissemination (WAND)

Teaching and Learning Forum 2017 


Innovation: Multiple Dimensions in Teaching and Learning
The Teaching and Learning Forum (TLF) is an annual conference, held in Perth, Western Australia. The inaugural Teaching and Learning Forum was held in 1992 and included the five Western Australian universities. Each year since then, the Forum has continued the tradition of bringing together educators from across the higher education sector to share, challenge and develop their ideas about teaching and learning. This event provides an inclusive space for people to explore and disseminate their Scholarship of Teaching and Learning (SoTL). The TLF committee warmly welcomes everyone involved in higher education, from early career academics who may have recently started teaching to experienced researchers.

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Critical Thinking Workbook

Critical Thinking Workbook | Higher Education Teaching and Learning | Scoop.it

A Guide for Your Own Built-In Thinking Cap


Explore critical thinking games and activities for making learning a blast!

The Critical Thinking Workbook helps you and your students develop mindful communication and problem-solving skills with exciting games and activities. It has over 20 activities that are adaptable to any grade level you want.

The activity pages in the Critical Thinking Workbook are designed to be shared and explored. You can use the guide as an electronic document you can edit right on your computer, or as printable worksheets.

With the Critical Thinking Workbook you can:

Cultivate critical thinking skills
Challenge students with fun games and activities
Build confidence in communication
Stretch students' imaginations 

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9 Characteristics Of 21st Century Learning

9 Characteristics Of 21st Century Learning | Higher Education Teaching and Learning | Scoop.it
9 Characteristics Of 21st Century Learning

1. Learner-centered 

2. Media-driven (this doesn’t have to mean digital media)

3. Personalized

4. Transfer-by-Design

5. Visibly Relevant

6. Data-Rich

7. Adaptable

8. Interdependent

9. Diverse 
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New Course Delivers First Certified Flipped Educators -- Campus Technology

New Course Delivers First Certified Flipped Educators -- Campus Technology | Higher Education Teaching and Learning | Scoop.it
That didn't take long. Less than a month after the Flipped Learning Global Initiative announced a new certification track, the organization has its first group of 16 credential holders.

The new certification, "Flipped Learning Level 1," is intended to help teachers and administrators gain a foundational understanding of the flipped classroom. The training to achieve the first certification requires viewing 6.5 hours of video (broken into 88 lectures), reading one article, and passing nine quizzes. Topics cover the reason to flip a classroom, how to plan, best practices, the tools to use, what to do in class, how to flip specific subjects and assess in a flipped model and how to advance the practice "to the next level."

The cost to take the course is currently $19 through online training provider Udemy. That appears to be an introductory discount off the regular price of $70.
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Sherry Turkle Says There’s a Wrong Way to Flip a Classroom (EdSurge News)

Sherry Turkle Says There’s a Wrong Way to Flip a Classroom (EdSurge News) | Higher Education Teaching and Learning | Scoop.it

Sherry Turkle has gone from gracing the cover of Wired magazine for her boosterish views of technology, to a leading tech skeptic, worried about how our smartphones and always-on culture are short-circuiting human communication.
In her most recent book, “Reclaiming Conversation: The Power of Ta
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The Rigor Relevance Framework | International Centre for Leadership in Education

The Rigor Relevance Framework | International Centre for Leadership in Education | Higher Education Teaching and Learning | Scoop.it
The Rigor/Relevance Framework is a tool developed by the International Center to examine curriculum, instruction, and assessment along the two dimensions of higher standards and student achievement. It can be used in the development of both instruction and assessment. In addition, teachers can use it to monitor their own progress in adding rigor and relevance to their instruction, and to select appropriate instructional strategies for differentiating instruction and facilitating higher achievement goals.

The Knowledge Taxonomy (y-axis) is a continuum based on the six levels of Bloom's Taxonomy, which describes the increasingly complex ways in which we think. The low end involves acquiring knowledge and being able to recall or locate that knowledge. The high end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways.
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Open badges | Joyce Seitzinger | TEDxRosalindParkED

Open Badges. Because learning is learning wherever it happens. Joyce Seitzinger is an education technologist and learning designer with 15 years experienc

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University changes to academic contracts are threatening freedom of speech

University changes to academic contracts are threatening freedom of speech | Higher Education Teaching and Learning | Scoop.it
A new clause being embedded in a number of university contracts attempts to restrict academics from speaking freely in public debate about issues that are outside their area of research.
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Show us your research two days before publishing, government orders academics

Show us your research two days before publishing, government orders academics | Higher Education Teaching and Learning | Scoop.it

Academics and journalists have been ordered to give civil servants two days to look over any research they plan to publish from the national pupil database in a move that some fear will shut down rapid scrutiny of government policy. 


Researchers were informed yesterday that any analysis produced using statistics from the national pupil database (NPD) must be shared with department officials 48 hours before publication.

The department said the change would ensure policy officials and press officers are not “caught off guard” when data is published.

Kim Flintoff's insight:
Is this really how Open Data strategies are supposed to work?
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Open Doors: A New Take on Teaching Observations – ProfHacker - Blogs - The Chronicle of Higher Education

Open Doors: A New Take on Teaching Observations – ProfHacker - Blogs - The Chronicle of Higher Education | Higher Education Teaching and Learning | Scoop.it
I’ve long been in favor of teachers visiting each other’s classrooms, and not just for the purpose of evaluation. For many of us in higher ed, what we do in the classroom is professional activity observed only by our students, and we seldom (or never) get to see how our colleagues go about the work of teaching. Sometimes we’ll be able to read others’ assignments, if they’re posted online or — as in my department — accidentally left in the photocopy machine. But actually watching and learning from in-class activities led by someone else is all too rare, in my experience.
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Entrepreneur says entrepreneurs should teach entrepreneurship

Entrepreneur says entrepreneurs should teach entrepreneurship | Higher Education Teaching and Learning | Scoop.it

The saying “never trust a skinny chef” has been applied to academia by education entrepreneur Mat Jacobson, who said university lecturers who’ve never run a start-up should not be teaching courses in entrepreneurship. 


Jacobson, founder of Dūcere Global Business School, which partners with universities to deliver business degrees that align to industry needs, said when you look into the backgrounds of those teaching entrepreneurship subjects and courses, they’re career academics, not business people.

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Schools will teach 'soft skills' from 2017, but assessing them presents a challenge

Schools will teach 'soft skills' from 2017, but assessing them presents a challenge | Higher Education Teaching and Learning | Scoop.it
When students go back to school in January 2017 there will be some significant changes to their timetables. As well as learning areas like English, maths and science, there will be some new things to grapple with called “capabilities”.

The Australian curriculum will be focusing not just on the 3Rs – reading, writing and arithmetic – but also on the kinds of “soft” skills young people will need if they are to be successful throughout their lives.

The new capabilities are:

Information and communication technology - using technology to access information, create products and solve problems
Critical and creative thinking - learning how to think and find ways to approach problems
Personal and social - recognising others’ emotions, supporting diversity and working together
Ethical - understanding values and concepts that underpin views
Intercultural - learning about your own and others’ cultures and beliefs.
From 2017 teachers will be expected to teach and assess these capabilities, although state and territory education authorities can determine whether the capabilities will be assessed.
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Corina Barbu's curator insight, November 20, 6:05 PM
#SCEUNED16 EL CAMBIO...
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[PDF] The new Learning Economy and the rise of the Working Learner

[PDF] The new Learning Economy and the rise of the Working Learner | Higher Education Teaching and Learning | Scoop.it

Until recently, we thought of learning, working, and living as separate parts of our lives. In our younger years we went to school.  We spent our adult years working, and wove in personal events into the time that remained.  Now imagine a world where all of this has changed. In the not so distant future, working, learning, and living will become increasingly inseparable, not by choice, but in order to thrive in a rapidly evolving learning economy.

 

Today, working learners are all around us.  They are individuals who work for pay and are simultaneously going to school to earn a credential. Working learners are 21 million strong with 14 million in postsecondary education and training programs and another 7 million in high schools .

 

Low-income working learners suffer the most disadvantages by working and learning at the same time; however, intentionally linking working and learning through high school provides more opportunities than simply working full-time after high school graduation.

 

While this trend is propelled by working learners who are 30 and older, we need to also remove barriers for younger generations so they don’t get left behind.

 

The rise of the working learner signifies a dramatic shift in how we think about working and learning and what that means for overall life satisfaction: a new learning economy, so to speak. Just like any other economy, the new learning economy operates at many different levels: global, state, regional, and local.

 

Historically, research on working and learning has been analyzed and reported as parallel and separate paradigms with little or no intersection. These reports typically cover working or learning but not how they coincide and interact. With funding support from ACT Foundation and other partnering foundations, researchers have begun examining the intersection between working and learning and the implications for education and employment programs at all economic levels.

 

That’s why we have developed our new Working Learner Antholology of Recent Evidence, which provides a summary of the latest research findings and introduces possibilities that support the vision of a new learning economy where everyone is valued for their ability to perform, and where everyone has an equal opportunity to achieve greater life satisfaction for themselves and their families.

 

Research on working and learning is a new and emerging field and only recently have attempts been made to pull the two fields together.  ACT Foundation, seeing the possibilities and necessity for examination of this area, provided significant investments to bring together these two fields and to shed light on the complicated interactions that working learners face now.  As a result of these efforts, we have a better understanding of the trends, dynamics, barriers, and promising models to support the rise of the working learner.  This work has only just begun and will continue to evolve as new technology and innovative solutions are created to support successful outcomes to learn and earn simultaneously.

 

The new learning economy will give working learners greater access to relevant learn-and-earn opportunities, better connections to work pathways, clearer and more attainable learning outcomes, and increased life satisfaction.  The primary focus of ACT Foundation was to advance these trends in order to discover solutions to reduce the gap between the rich and poor and to increase the quality of life for underserved individuals.


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Oskar Almazan's curator insight, November 11, 8:50 AM
Now imagine a world where all of this has changed. In the not so distant future, working, learning, and living will become increasingly inseparable, not by choice, but in order to thrive in a rapidly evolving learning economy.
Nevermore Sithole's curator insight, November 12, 1:57 AM
Learning Economy
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Why Is Imagination as Important as Knowledge in Education?

Why Is Imagination as Important as Knowledge in Education? | Higher Education Teaching and Learning | Scoop.it


How Do You Teach Imagination?


That’s the thing—you can’t really teach it. One can certainly model it. One can certainly use guiding questions to spur imagination. However, it is the individual that controls it and harnesses it. We can teach others to take their imagination to fruition, but we cannot imagine for them. It is the one thing that individuals own.


Imagination’s enemy is fear. So a place to start would be creating a safe space for dissenting ideas to be spoken and discussed.

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College Students: 'Please Personalize My Learning' -- Campus Technology

College Students: 'Please Personalize My Learning' -- Campus Technology | Higher Education Teaching and Learning | Scoop.it
Digital technology in post-secondary learning is here to stay, according to a new report. Eight in 10 college students surveyed said that the use of tech improves their grades (81 percent), lets them spend more time studying by increasing the accessibility they have to their materials (82 percent) and improves their efficiency (81 percent). A comparable number (80 percent) said they find that their instructors are "effectively" integrating digital learning tech into their courses. Where technology isn't as useful as an academic tool, according to students, is helping them improve their "soft skills," such as interacting with others or working in groups; only 46 percent agreed with that statement.
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3 Easy Ways to Embrace High-Impact Learning

3 Easy Ways to Embrace High-Impact Learning | Higher Education Teaching and Learning | Scoop.it
Practices from the software-development world can be adapted to disrupt undergraduate education’s "seat time equals learning" model.
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Let's teach for mastery -- not test scores | Sal Khan

Would you choose to build a house on top of an unfinished foundation? Of course not. Why, then, do we rush students through education when they haven't always grasped the basics? Yes, it's complicated, but educator Sal Khan shares his plan to turn struggling students into scholars by helping them master concepts at their own pace.
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Teaching in higher education – there isn't enough evidence to tell us what works and why

Teaching in higher education – there isn't enough evidence to tell us what works and why | Higher Education Teaching and Learning | Scoop.it
Research looking at evidence-based teaching in higher education tends to be based more on anecdotes than on large, robust and peer-reviewed data.
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How Cross-Curricular Lessons Inspire Critical Thinking

How Cross-Curricular Lessons Inspire Critical Thinking | Higher Education Teaching and Learning | Scoop.it
Connecting STEM with social studies and literature, students discover meaningful collaboration. GUEST COLUMN | by Kimberly Greene Cross-curricular? Critical thinking? How do these rather different educational concepts work together, and why should we want them to be a part of our teaching practice? Let’s start with critical thinking, a skill we must consider to be…
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Keep it Clever | Universities are central to Australia’s prosperity.

We live in a time of huge economic change. 


If we want to keep up with the rest of the world, if we want to create new jobs and industries, and if we want to ensure a prosperous future for all Australians, we need to equip ourselves with the skills and knowledge to get great ideas off the ground – and make the most of Australia’s potential. 


Universities are central to Australia’s prosperity. 


That’s why we need to maintain funding to Australia’s university sector. 


Find out more keepitclever.com.au

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Fall VirtCon 2016 - free online conference from Discovery Education - Oct 22

Fall VirtCon 2016 - free online conference from Discovery Education - Oct 22 | Higher Education Teaching and Learning | Scoop.it

VirtCon is a bi-annual conference that brings the Discovery Education community together to hear cutting-edge keynotes, be inspired by thought-provoking presentations, and participate in engaging discussions with the Discovery Education Community around the globe. Streamed live from their headquarters in Maryland, VirtCon provides you with the opportunity to hear from your peers, share ideas and instructional tools, and discover new resources available.


Fall VirtCon Themes

During Fall VirtCon’s ‘Discovery Education in Action’ program you will learn how your peers are using Discovery Education in their classroom, hear how they solve problems, and experience Discovery Education through their eyes.

Conversation Topics:
Literacy Through Digital Content
Learner Agency & Student Ownership
Collaborative STEM
Professional Learning Strategies

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Key Issues in Teaching and Learning | EDUCAUSE.edu

Key Issues in Teaching and Learning | EDUCAUSE.edu | Higher Education Teaching and Learning | Scoop.it
Each year, ELI surveys the higher education community to determine key issues & opportunities in post-secondary teaching & learning. These key issues serve as the framework, or focal points, for our discussions and programming throughout the coming year. More than 900 community members voted on the following key issues for 2016
Kim Flintoff's insight:
Pleased to say we've already started on every one of these priorities.
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Is faculty career flexibility the next disruptive innovation? - eCampus News

Is faculty career flexibility the next disruptive innovation? - eCampus News | Higher Education Teaching and Learning | Scoop.it

Group of university presidents say university lifespan now dependent upon faculty work-life balance options; give list of 10 issues to consider.


The first stage of a faculty career should last 30 years. Then all subsequent stages could come in five-year intervals, with reevaluation at every stage in order to allow for readjustment of career goals.

Sound radical? Not according to Charles Middleton, president of Roosevelt University, Ill., who said this idea would help fit faculty’s desired goals and accomplishments before entering the culminating stage of their career, finally transitioning into early retirement.

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New study could be another nail in the coffin for the validity of student evaluations of teaching

New study could be another nail in the coffin for the validity of student evaluations of teaching | Higher Education Teaching and Learning | Scoop.it

New study adds to evidence that student reviews of professors have limited validity.

A number of studies suggest that student evaluations of teaching are unreliable due to various kinds of biases against instructors. (Here’s one addressing gender.) Yet conventional wisdom remains that students learn best from highly rated instructors; tenure cases have even hinged on it. 


What if the data backing up conventional wisdom were off? A new study suggests that past analyses linking student achievement to high student teaching evaluation ratings are flawed, a mere “artifact of small sample sized studies and publication bias.” 


“Whereas the small sample sized studies showed large and moderate correlation, the large sample sized studies showed no or only minimal correlation between [student evaluations of teaching, or SET] ratings and learning,” reads the study, in press with Studies in Educational Evaluation. “Our up-to-date meta-analysis of all multisection studies revealed no significant correlations between [evaluation] ratings and learning.” 


These findings “suggest that institutions focused on student learning and career success may want to abandon SET ratings as a measure of faculty's teaching effectiveness,” the study says.

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