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Rescooped by Kim Flintoff from Into the Driver's Seat
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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 Curtin Teaching and Learning 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.


Via Kim Flintoff
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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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The Power of the Personal

The Power of the Personal | Higher Education Teaching and Learning | Scoop.it
At its heart, higher education is a human activity. By face-to-face contact, colleges can do far more to help students learn.
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Business Simulations

Business Simulations | Higher Education Teaching and Learning | Scoop.it
About

This project was funded by the Australian Government Office for Learning and Teaching to evaluate and promote pedagogies that enhance the learning outcomes of online simulations in business and related fields. Business simulations offer authentic learning experiences that mirror real world problems and enable students to practise and develop graduate capabilities, technical skills and strategic decision making skills. Emerging technologies along with increased bandwidth have created new opportunities for online simulations and provide improved flexibility and portability for students. However, online simulations are not effective unless they are embedded within a pedagogic framework that optimises learning outcomes. The resources provided by this project are designed to demystify the process of embedding an online simulation into the curriculum.

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tedx_speaker_guide.pdf

I think we all agree that TED talks are usually very motivational and positive presentations. Here are suggestions from TED on how to make your presentation 'vital'.

 

Many of the suggestions here could make our teaching more engaging for our students.

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The Top 5 Blended And Flipped Classroom Tools | Edudemic

The Top 5 Blended And Flipped Classroom Tools | Edudemic | Higher Education Teaching and Learning | Scoop.it
Blended and Flipped Classrooms can give students more control over their learning path. Added to that, the teachers get more insight into the learning of the class and can intervene as required. Technology plays an important role in blending the classrooms. User-friendly technology ensures that the student has more control over the time, place and pace …

Via Vladimir Kukharenko
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Rescooped by Kim Flintoff from Online Intelligence
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10 Social Media Skills for The 21st Century Teachers ~ Educational Technology and Mobile Learning

10 Social Media Skills for The 21st Century Teachers ~ Educational Technology and Mobile Learning | Higher Education Teaching and Learning | Scoop.it

Via ICTPHMS, Malcolm Haines
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Malcolm Haines's curator insight, September 21, 12:26 AM

Teachers need to be critically engaged in SoMe.

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Memory: Why cramming for tests often fails

Memory: Why cramming for tests often fails | Higher Education Teaching and Learning | Scoop.it
When you’re trying to learn, does cramming really work? Psychologist Tom Stafford investigates.
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Rescooped by Kim Flintoff from Digital Delights
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Is the classroom model appropriate for teaching in a digital age?

Is the classroom model appropriate for teaching in a digital age? | Higher Education Teaching and Learning | Scoop.it

Via Ana Cristina Pratas
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Rescooped by Kim Flintoff from 3D Virtual Worlds: Educational Technology
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Deeper Learning: Why Cross-Curricular Teaching is Essential

Deeper Learning: Why Cross-Curricular Teaching is Essential | Higher Education Teaching and Learning | Scoop.it
Deeper learning has some specific requirements, not the least of which is collaboration. Ben Johnson shares some tips to establish cross-curricular collaboration even in the most isolated of environments.

Via David W. Deeds
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"She Didn’t Teach. We Had to Learn it Ourselves.” | Faculty Focus

"She Didn’t Teach. We Had to Learn it Ourselves.” | Faculty Focus | Higher Education Teaching and Learning | Scoop.it
Yesterday I got an email from a faculty member who had just received her spring semester student ratings (yes, in August, but that’s a topic for another post). She’d gotten one of those blistering student comments. “This teacher should not be paid. We had to teach ourselves in this course.” I remember another faculty member telling me about similar feedback, which was followed later with a comment about how the course “really made me think.”

 

In addition to violating expectations, students respond negatively to this style of teaching because most of them want learning to be easy. When they have to come up with examples, answers, or solutions, that’s more work than being told by the teacher, and there’s the added stress of not knowing whether the examples are good, the answers are right, or the solutions correct. When learning isn’t easy, a lot of students question their intellectual wherewithal, but that’s not a problem they have to face if the fault lies with the teacher.

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Overview - Higher Education - European Commission

Overview - Higher Education - European Commission | Higher Education Teaching and Learning | Scoop.it

Erasmus+ aims to modernise and improve higher education across Europe and the rest of the world.

It gives students and staff opportunities to develop their skills and boost their employment prospects. Good practices will be shared between universities and businesses in Knowledge Alliances.

Higher education institutions from participating countries can work with those from neighbourhood countries, non-EU Balkan countries, Asia, Africa and Latin America to develop their educational systems.

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Want to innovate? Become a "now-ist"

Want to innovate? Become a "now-ist" | Higher Education Teaching and Learning | Scoop.it
“Remember before the internet?” asks Joi Ito. “Remember when people used to try to predict the future?” In this engaging talk, the head of the MIT Media Lab skips the future predictions and instead shares a new approach to creating in the moment: building quickly and improving constantly, without waiting for permission or for proof that you have the right idea. This kind of bottom-up innovation is seen in the most fascinating, futuristic projects emerging today, and it starts, he says, with being open and alert to what’s going on around you right now. Don’t be a futurist, he suggests: be a now-ist.
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Rescooped by Kim Flintoff from Educational Technology in Higher Education
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What do students entering HE expect from digital technologies?

What do students entering HE expect from digital technologies? | Higher Education Teaching and Learning | Scoop.it
When we come across new technologies or digital platforms for the first time in further and higher education (HE), how do we decide what the technology does or should do, and how we can use it to help us?

Via Mark Smithers
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How to comply with the ARC and NHMRC open access mandates

How to comply with the ARC and NHMRC open access mandates | Higher Education Teaching and Learning | Scoop.it
Kim Flintoff's insight:

As International Open Access Week begins Curtin Library publishes some tips on meeting your responsibilities in terms of research outputs and NHMRC or ARC open access requirements.

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WHAT SCIENTIFIC CONCEPT WOULD IMPROVE EVERYBODY'S COGNITIVE TOOLKIT? | Edge.org

WHAT SCIENTIFIC CONCEPT WOULD IMPROVE EVERYBODY'S COGNITIVE TOOLKIT? | Edge.org | Higher Education Teaching and Learning | Scoop.it

 

About Edge.org

 

Edge.org was launched in 1996 as the online version of "The Reality Club" and as a living document on the Web to display the activities of "The Third Culture".  

 

THE REALITY CLUB

The Reality Club was an informal gathering of intellectuals who met from 1981 to 1996 in Chinese restaurants, artist lofts, investment banking firms, ballrooms, museums, living rooms and elsewhere. Reality Club members presented their work with the understanding that they will be challenged. The hallmark of The Reality club has been rigorous and sometimes impolite (but not ad hominem) discourse. The motto of the Club was inspired by the late artist-philosopher James Lee Byars: "To arrive at the edge of the world's knowledge, seek out the most complex and sophisticated minds, put them in a room together, and have them ask each other the questions they are asking themselves."

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A New Department Marks the Rise of a Discipline: ‘Computational Media’ – Wired Campus - Blogs - The Chronicle of Higher Education

A New Department Marks the Rise of a Discipline: ‘Computational Media’ – Wired Campus - Blogs - The Chronicle of Higher Education | Higher Education Teaching and Learning | Scoop.it
Pixar movies, interactive video games, smartphone applications—all are forms of computational media, the marriage of computer science to the arts and humanities. Signaling a deeper investment in that fast-growing if slippery field, the University of California at Santa Cruz announced the creation on Monday of what it called the first computational-media department ever.

“There’s always been, in the heart of computing, a concern with human communication and media,” said Noah Wardrip-Fruin, an associate professor of computer science at Santa Cruz. Mr. Wardrip-Fruin and Michael Mateas, a professor who will become chair of the new department, argued this year in a university report that computational media is an interdisciplinary field, not one that simply applies computer science to arts and humanities projects.
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Rescooped by Kim Flintoff from Mlearning 2.0
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Riding the wave of BYOD: developing a framework for creative pedagogies | Cochrane | Research in Learning Technology

Riding the wave of BYOD: developing a framework for creative pedagogies | Cochrane | Research in Learning Technology | Higher Education Teaching and Learning | Scoop.it
Riding the wave of BYOD: developing a framework for creative pedagogies

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thomcochrane's curator insight, September 24, 7:57 PM

Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the approaching giant wave of the bring your own device (BYOD) movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices. A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD. In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD. This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects. Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus. Keywords: Mobile Learning; augmented reality; creative pedagogies; communities of practice; social media (Published: 28 August 2014) Citation: Research in Learning Technology 2014, 22 : 24637 - http://dx.doi.org/10.3402/rlt.v22.24637

Rescooped by Kim Flintoff from 21st Century Learning and Teaching
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The next generation of education system [Infographic]

The next generation of education system [Infographic] | Higher Education Teaching and Learning | Scoop.it
This info-graphics provides the information about tutoring for high school students and befits and import ants of Online education system.

Via Gust MEES
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Jess Ojeanto's curator insight, September 22, 1:26 PM

agregar su visión ...

Gary Harwell's curator insight, September 23, 12:36 AM

Where do we fit in?

ManufacturingStories's curator insight, September 23, 11:05 AM

For more resources on STEM Education visit http://bit.ly/1640Tbl

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You Are Asking The Wrong Questions About Education Technology

You Are Asking The Wrong Questions About Education Technology | Higher Education Teaching and Learning | Scoop.it
The very notion of education as an industry is problematic. School is about transmitting values and principles from one generation to the next, not skillfully organizing labor toward productivity. Education is the child-rearing activity of civilization. We nurture our young into reflective citizens by teaching them the social and epistemological agreements of an increasingly global collective. Educators need to understand that reading, writing, and arithmetic are primarily just mutually agreed upon languages through which we make meaning out of human experience. These disciplines are essentially useful, but only fashionably industrial. That is to say: the languages themselves have much more longevity than the current applications.

For industry, however, applicability is always prioritized over ideology. Thus, running schools according to the wisdom of the business world is precisely the thought paradigm which led to the high stakes testing procedures that currently plague the United States. We account for learning outcomes as if they were profit margins. We measure the dividends returned on technology and infrastructure investments. We see children as industrial resources evaluated according to their ability to download ‘workplace skills.’ And for some bizarre reason–and despite all evidence to the contrary–we continue to expect that these metrics will somehow correlate with intelligent, ethical, and responsible adult individuals. We’ve chosen the wrong perspective.
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The Other End of the Scale: Rethinking the Digital Experience in Higher Education (EDUCAUSE Review) | EDUCAUSE.edu

The Other End of the Scale: Rethinking the Digital Experience in Higher Education (EDUCAUSE Review) | EDUCAUSE.edu | Higher Education Teaching and Learning | Scoop.it

It is time to rethink the digital experience in higher education: we have a chance not only to reimagine our encounters with the large scale but also to embrace our opportunities at the other end of the scale.

 

William G. Thomas III is Chair of the Department of History at the University of Nebraska-Lincoln and is the John and Catherine Angle Professor in the Humanities and Professor of History. Elizabeth Lorang is Digital Humanities Projects Librarian for the Center for Digital Research in the Humanities at the University of Nebraska–Lincoln.

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Rescooped by Kim Flintoff from Digital Delights
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Beyond assessment - recognizing achievement in a networked world - by Stephen Downes

ePortfolios and Open Badges are only the first wave in what will emerge as a wider network-based form of assessment that makes tests and reviews unnecessary. I…

Via Ana Cristina Pratas
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Ana Cristina Pratas's curator insight, July 12, 4:11 AM

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niftyjock's curator insight, July 15, 6:05 PM

badges and e-portfolios are a great idea but do they work in reality?

ManufacturingStories's curator insight, September 12, 10:45 AM

For more resources on STEM Education visit http://bit.ly/1640Tbl

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So You Think You Can Educate Adults? (EdSurge News)

So You Think You Can Educate Adults? (EdSurge News) | Higher Education Teaching and Learning | Scoop.it

Indeed, adult education is experiencing a much-needed surge of interest from the innovation and entrepreneurial communities, according to experts, observers, and providers. They hope that this interest will develop new human capital, improve outcomes, and attract additional resources.

Some of the developments – flipped, blended, gamified, mobile learning – are familiar trends generally mirroring those taking place in other sectors. Others trends and concepts – contextualization, “braided” funding, and “bridge” programs – are more specific to the needs of low-skill adults and adult education programs who serve them.

Here’s a roundup of some of the most interesting trends and innovations in adult education from our interviews with experts and leaders in the field.

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The declining economic value of routine cognitive work | Dangerously Irrelevant

The declining economic value of routine cognitive work | Dangerously Irrelevant | Higher Education Teaching and Learning | Scoop.it

Fewer and fewer employment opportunities exist in America for both routine cognitive work and manual labor, and the gap is widening over the decades. Unless they’re location-dependent, manual labor jobs often are outsourced to cheaper locations overseas. Unless they’re location-dependent, routine cognitive jobs are increasingly being replaced both by cheaper workers overseas and by software algorithms.

 

What kind of schoolwork do most American students do most of the time? Routine cognitive work. What kind of work is emphasized in nearly all of our national and state assessment schemes? Routine cognitive work. For what kind of work do traditionalist parents and politicians continue to advocate? Routine cognitive work.

Kim Flintoff's insight:

If ever we needed to foster risky thinking, comfort with ambiguity and uncertainty as raisson d'etre it's probably now... Do schools and universities serve their students with mundane and predictable pathways??

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Global Learning Qualifications Framework | Degree Planning and Academic Review | SUNY Empire State College

Global Learning Qualifications Framework | Degree Planning and Academic Review | SUNY Empire State College | Higher Education Teaching and Learning | Scoop.it

The Global Learning Qualifications Framework (GLQF) is a culmination of more than 90 countries and various organizations’ account of what constitutes college-level learning. Your knowledge in any particular area touches upon the eight learning domains (specialized knowledge, contextual knowledge, integrated knowledge, communication, information literacy, sociocultural engagement, ethical responsibility, self-regulated learning), but in varying amounts and with great overlap.

 

To be assessed for your learning, don’t try to respond to each definition. Try to think about how your learning has developed over time in the application of the learning domains.

 

Each definiton is followed by questions to consider. Do not expect to answer all of these questions, but pick and choose the ones that best fit your learning in your field. They are there to help you think about what you know and how you can describe your learning.

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Are you a now-ist? | Deloitte Digital

Tech luminary Joi Ito defines a ‘now-ist’ as someone who is ‘connected, always learning, fully aware and super present’. Being a ‘now-ist’ is scientifically proven to be a positive occupation.

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How neuroscience is being used to spread quackery in business and education

How neuroscience is being used to spread quackery in business and education | Higher Education Teaching and Learning | Scoop.it

Scientists are generally a cautious bunch. We are trained to equivocate about our results, stress on caveats, consider alternative explanations and repeat the mantra “more research is needed”. Teachers and educators, understandably, don’t have time for this academic hand-wringing. They want techniques that will just work. This is the gap that these scientific cargo cults exploit. They promise easy fixes and quick gains, based on “proven” research. Scientists need to be bolder in refuting some of these claims. At the same time, educators and business leaders need to be more critical in approaching them.

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