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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."


Via Jim Lerman
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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.....
Rescooped by Peter Mellow from Educational Technology in Higher Education
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Why the Best Teachers Won't Ditch the Lecture (EdSurge News)

Why the Best Teachers Won't Ditch the Lecture (EdSurge News) | Higher Education Teaching and Learning | Scoop.it
Recently, Stephen Kosslyn, the founding Dean of Minerva Schools, offered a great explanation of
why active learning is superior to lectures. While I admire and appreciate radical innovations in educational models like Minerva, I’d like to share a point of view that presents the lecture and act

Via Mark Smithers
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elearning at eCampus ULg's curator insight, August 3, 4:25 AM

And why should they anyway ?

Scooped by Kim Flintoff
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Developing a $10 Digital Textbook -- Campus Technology

Developing a $10 Digital Textbook -- Campus Technology | Higher Education Teaching and Learning | Scoop.it
Purdue University is reducing textbook costs with a digital publishing platform that can deliver interactive content to any device.
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Scooped by Kim Flintoff
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Visualization Technology in Higher Education - YouTube

Professors, researchers, and students are using visualization technology at colleges and universities across the globe. Large displays and immersive environments allow users to get inside of their data sets, seeing problems from a new perspective and allowing them to see new, innovative solutions and to make discoveries.

"Data visualization is no longer a novelty. It's a tool that's critical to every industry now," says Joe Swaty of ISAAC Corporation. ISAAC Corporation, along with several other corporate and industrial companies, partners with the University of Arkansas at Little Rock's Emerging Analytics Center. This type of partnership between academic institutions and corporate clients is becoming more and more common as visualization technology is making its way into universities everywhere.

See how educational institutions such as the University of Illinois at Chicago, Boise State University, and Tennessee State University are using visualization environments in and out of the classroom.
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Do colleges and universities really teach higher-order thinking? - eCampus News

Do colleges and universities really teach higher-order thinking? - eCampus News | Higher Education Teaching and Learning | Scoop.it
If higher education is supposed to teach higher-order thinking, then why is the business industry frustrated?

career--critical-businessIn today’s fast-paced economy, employers need new hires who can fail fast, solve problems quickly, and learn continuously. At the core of these abilities are critical thinking and information literacy skills.

But, after completing four years of college, one-third of all college students do not improve their complex reasoning or critical thinking skills. This gap in skills undermines the careers of these young people, stunting their professional growth and preventing them from leading productive and satisfying careers.
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U.S. Millennials Know Technology, But Not How to Solve Problems With It, Study Says

U.S. Millennials Know Technology, But Not How to Solve Problems With It, Study Says | Higher Education Teaching and Learning | Scoop.it
Despite U.S. millennials' widespread use of technology, they still score "dead last" among adults from various countries in their ability to problem-solve with it, a report says.
Kim Flintoff's insight:

Just because we have the first generation of so-called “digital natives” doesn’t mean they are more in control of the technology. They may be less concerned about using the technology but far from all of them are capable of managing the technology. The “prosumer” or “produser” may be able to rip, mix and burn but we can’t assume they can grip, fix and turn. This notion of GRIP, FIX and TURN – the capacity for control (grip), the capacity to remedy, revise, repair (fix) , the capacity to reposition, reconsider, re-evaluate (turn) – needs to be fostered more effectively within all educational contexts.

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Rescooped by Kim Flintoff from Professional Learning for Busy Educators
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What is 'Sticky Teaching' and how does it work? - Daily Genius

What is 'Sticky Teaching' and how does it work? - Daily Genius | Higher Education Teaching and Learning | Scoop.it
Trying to figure out if your lessons are resonating? Time to consider the idea of becoming a ‘sticky teacher’ and seeing how it works in the classroom. Here are a few quick tips that will help you understand how to make your lessons actually stick to your students’ brains. These are the fundamental ideas and reasons behind sticky teaching – a fun term that will help teachers think twice about the most effective ways to truly connect with student

Via John Evans
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Dr. Deborah Brennan's curator insight, May 17, 11:23 AM

research tells us that the human brain awakens by novelty...this applies to students in the classroom, and also to teachers.  The title "sticky teaching" is sure to catch their attention.  Included in the infograph are great tips that will help any teacher!  The title and visual help engage teachers.

Ricard Garcia's curator insight, May 18, 5:59 AM

Bright ideas to enlighten those who still don't know what it takes to be a teacher in the 21st Century

Lee Hall's curator insight, May 19, 1:18 PM

We all want the lesson to stick with our students.

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5 core functions of the post-LMS era - eCampus News

5 core functions of the post-LMS era - eCampus News | Higher Education Teaching and Learning | Scoop.it
New EDUCAUSE report explored the gaps between current LMS functionality and what’s needed for the next-gen digital learning environment.

LMS-digital-EDUCAUSEAccording to over 70 higher-ed IT specialists, current LMS functionality is great for administrative tasks, but doesn’t provide support for the new learning approaches on today’s campuses.

The next generation digital learning environment (NGDLE), says a new EDUCAUSE report, will need a “Lego” approach, where components are built that allow individuals and institutions the opportunity to construct learning environments tailored to their requirement and goals.
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Rescooped by Kim Flintoff from Education and Tech Tools
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The 16 characteristics of a modern teacher

The 16 characteristics of a modern teacher | Higher Education Teaching and Learning | Scoop.it
Becoming a tech-savvy teacher is great. Running a flipped classroom is impressive. Doing a variety of hybrid and blended learning is incredible. Does this make you a modern teacher, though?

Via Becky Roehrs
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Becky Roehrs's curator insight, May 8, 3:18 PM

Great teaching is not about technology-it's about being a learner, who takes risks!

Jarrod Johnson's curator insight, May 12, 6:27 PM

It is not about being a tech-savvy teacher, it is about embracing the fact that we do not, and cannot know everything, but that we are comfortable learning and trying with the students. "If you are not learning in the 21st century you should not be teaching in the 21st century."

sammierose88's curator insight, July 23, 3:34 PM

I’ve been so focused on finding information on hybrid/blended/flipped/ technology savvy classrooms I was humbly reminded of something by reading this article. A teacher cannot only focus on the technology side of class; they also need to focus on being quality teachers. This article points out great mindsets teachers should welcome into their teaching schema.

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Curtin AHEAD (Addressing Higher Educational Access Disadvantage)

Curtin AHEAD (Addressing Higher Educational Access Disadvantage) | Higher Education Teaching and Learning | Scoop.it
Curtin AHEAD provides a range of skills-building, self-confidence and career development activities that help people discover their potential to pursue higher education. The program also exposes participants to university life and supplies targeted information about their options.

Curtin AHEAD initiatives are designed for people to access higher education regardless of their background, location or circumstance, including people from regional and remote areas and people of Aboriginal and Torres Strait Islander descent.
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A digital ‘Arab Spring’ for higher education? - University World News

A digital ‘Arab Spring’ for higher education? - University World News | Higher Education Teaching and Learning | Scoop.it
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Ed Circuit | Powering the Global Education Conversation

Ed Circuit | Powering the Global Education Conversation | Higher Education Teaching and Learning | Scoop.it

EdCircuit combines the news and information you want with the opinions you crave. We aren’t just going to provide stale education happenings in the same boring formats. EdCircuit will give you the power of video, voice and platform to experience the conversations powering the new narrative in education! We are a collection of thought leaders in education business, practice, policy and innovation. Donna Krache is no stranger to education news and the digital landscape. As our Executive Producer and Managing Editor Krache brings together the voices you’ve heard of and those you need to. Our mission to include all voices, and we encourage your direct participation!

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Debunking the Myth about a Creative Destruction of Higher Education with Technology as the Driver

Debunking the Myth about a Creative Destruction of Higher Education  with Technology as the Driver | Higher Education Teaching and Learning | Scoop.it
A variety of commentators are suggesting we are witnessing a major transformation in higher education.

Thomas Friedman, of the New York Times, has written that he sees the end of the university as we know it and the beginning of an “unbundling” of college and university education enabling any student to build their qualifications from courses taken anywhere in the world. Others, such as Clayton Christensen, are also writing about the creative destruction of higher education. Indeed, he suggests that:

“A creative destruction is happening in higher education with technology as the trigger and the driver.”

The basic proposition of these writers and commentators is that technology, along with shifts in the demographics of those attending colleges and universities and both societal and individual financial circumstances, created a “perfect storm” for colleges and universities and their response is to reinvent themselves and change the fundamentals of how they function.
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Universities can learn from schools when it comes to improving teaching quality

Universities can learn from schools when it comes to improving teaching quality | Higher Education Teaching and Learning | Scoop.it
Rather than reinventing the wheel, universities should pay careful attention to what has already been learned in schools around effective teaching
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Disruptive innovations in higher ed emerging from outside mainstream - eCampus News

Disruptive innovations in higher ed emerging from outside mainstream - eCampus News | Higher Education Teaching and Learning | Scoop.it
In my remarks, I clarified what disruptive innovation is, as the theory is all too often misunderstood and misapplied. I explained that disruptive innovations carry four rules worth noting. They typically start by serving nonconsumers outside of the mainstream—areas where the alternative is literally nothing at all. They tend to be simpler than existing services, so the elite and the sector’s leading organizations tend to dismiss them. Accordingly, they both redefine the notion of what is quality and performance, and they don’t fit neatly into existing regulatory structures. Third, incumbent organizations cannot successfully adopt them within their core operations. And finally, they predictably and reliably improve over time to tackle more complex problems to transform a sector into one that is more affordable and accessible.
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Lecturers’ skills not up to scratch, says Eton head

Lecturers’ skills not up to scratch, says Eton head | Higher Education Teaching and Learning | Scoop.it
Tony Little points to ‘increasing gap’ between teaching standards at sixth form and university
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Peter Mellow's curator insight, July 10, 4:56 AM

An opportunity for Online teaching?

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9 ways to support collaboration in higher ed - eCampus News

9 ways to support collaboration in higher ed - eCampus News | Higher Education Teaching and Learning | Scoop.it
The next step in improving students’ experience in higher ed may be in rebuilding campus spaces for collaboration and data sharing.

campus-design-collaborationInstitutions need to create layered, blended and personalized places that support a variety of interactions and digital platforms, rather than creating specialized spaces, such as computer labs.

These findings are part of a recent study, which also found that mobility has transformed the way students learn, and therefore requires careful attention to physical spaces now more than ever.

This revelation may just be one of the factors to shed light not only on how student homes or spaces affect learning in the classroom at college, but also how students interact in common university spaces.
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IMS Global Webinar: Connect to a Vast Ecosystem of Peer-Curated Learning Tools and Analytics via CASA

IMS Global Webinar: Connect to a Vast Ecosystem of Peer-Curated Learning Tools and Analytics via CASA | Higher Education Teaching and Learning | Scoop.it
Date: 13 July 2015
Time: 1:00 pm - 2:00 pm ET
Gartner says that interoperability, is the future! Imagine if faculty and instructional designers had thousands of peer-curated learning tools right at their fingertips, sourced from a vast ecosystem of vendors, universities, and other developers, capable of being added into their course site without any development or system admin work. CASA, which stands for Community App Sharing Architecture, enables the learning eco-system to crowdsource the best learning apps. Today, via networks enabled by CASA and integration via Learning Tools Interoperability® (LTI®), this is possible. Provide course builders with awareness of the information cloud-based tools share regarding your users' data.
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Why Ed Tech Is Not Transforming How Teachers Teach

Why Ed Tech Is Not Transforming How Teachers Teach | Higher Education Teaching and Learning | Scoop.it
A mountain of evidence indicates that educators have been painfully slow to use technology to change and improve the ways they teach.
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Digital Learnign 24/7 - Speak UP 2014 National Findings from K-12 Students

Digital Learnign 24/7  - Speak UP 2014 National Findings from K-12 Students | Higher Education Teaching and Learning | Scoop.it

Results from the 2014 Speak Up survey, released Thursday by Project Tomorrow, give us a glimpse of how students view modern learning. The findings indicate that they understand their learning process very well. They have clear preferences for how they want to learn, which devices they want to use, how they want to communicate with teachers and which social media platforms they favor.

Kim Flintoff's insight:

While the context is USA 2014 k-12 - this has braod relevance to all contemporary educators.  These students are already transitioning to higher education (sometimes concurrently with k-12) and to dismiss their insights and expectations is probably not only foolish, but somewhat unethical.

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Rescooped by Kim Flintoff from Into the Driver's Seat
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Innovation Excellence | 20 Things EducatorSkillss Need To Know About Digital Literacy ~ by Saga Briggs

Innovation Excellence | 20 Things EducatorSkillss Need To Know About Digital Literacy ~ by Saga Briggs | Higher Education Teaching and Learning | Scoop.it

"Digital literacy isn’t about knowing computers inside and out; it’s about using technology to change the way you think. If critical thinking skills haven’t yet become a part of your students’ digital citizenship, it’s time to rethink your teaching strategy.

"These are vague descriptions, as are most of the descriptions you’ll find of digital literacy in blog posts and journal articles online. What teachers need, more than a fancy synopsis of how digital publication affects the meaning of a text, is a practical and applicable guide to helping students think productively about the digital world.

"Below are the top do’s and don’ts we’ve come across–in research and in our own experience–when it comes to making students digitally literate."


Via Jim Lerman
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Rescooped by Kim Flintoff from Learning and Teaching in an Online Environment
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Higher Education 2.0 and the Next Few Hundred Years; or, How to Create a New Higher Education Ecosystem (EDUCAUSE Review) | EDUCAUSE.edu

Higher Education 2.0 and the Next Few Hundred Years; or, How to Create a New Higher Education Ecosystem (EDUCAUSE Review) | EDUCAUSE.edu | Higher Education Teaching and Learning | Scoop.it

Three important developments stand to dramatically change the way we think about degree programs and pathways:

 

1- The rapid adoption of competency-based education (CBE) programs, often using industry and employer authority for guiding the creation of the competencies and thus programs


2- An eventual move to suborganizational accreditation, with Title IV funds available for credits, courses, and micro credentials offered by new providers in new delivery models, part of the accelerating trend toward "unbundling" higher education


3- Increasing recognition that postsecondary education will no longer be contained to the existing and traditional degree levels but will instead be consumed at various levels of granularity—less than full degree programs and continuing throughout lives and careers


Via Peter Mellow
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New Vision for Education - Unlocking the Potential of Technology

New Vision for Education - Unlocking the Potential of Technology | Higher Education Teaching and Learning | Scoop.it
To thrive in a rapidly evolving, technology-mediated world, students must not only possess strong skills in areas such as language arts, mathematics and science, but they must also be adept at skills such as critical thinking, problem-solving, persistence, collaboration and curiosity. All too often, however, students in many countries are not attaining these skills. In this context, the World Economic Forum has taken on a multi-year initiative, New Vision for Education, to examine the pressing issue of skills gaps and explore ways to address these gaps through technology.

In this report, we undertook a detailed analysis of the research literature to define what we consider to be the 16 most critical “21st-century skills”. Our study of nearly 100 countries reveals large gaps in selected indicators for many of these skills – between developed and developing countries, among countries in the same income group and within countries for different skill types. These gaps are clear signs that too many students are not getting the education they need to prosper in the 21st century and countries are not finding enough of the skilled workers they need to compete.
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Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable access to higher education resources

Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable access to higher education resources | Higher Education Teaching and Learning | Scoop.it
The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. [Scroll down for list of contents] Book release date (final version): 1 April 2015
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Why hasn't technology revolutionised teaching in Higher Education?

Why hasn't technology revolutionised teaching in Higher Education? | Higher Education Teaching and Learning | Scoop.it

This weekend I’m reading Why hasn’t technology disrupted academics’ teaching practice? Understanding resistance to change through the lens of activity theory (Blin & Munro 2007). This is a follow up reading after having read Technology Enhanced Learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review (Kirkwood & Price 2014),  which has highlighted to me how many technological interventions in learning and teaching are trying to replicate existing teaching and learning processes.

 

In this post I’d like to quickly explore a couple of ideas raised by Blin and Munro (2007) as to why learning technologies haven’t had more of an impact on how and where teaching and learning happens.

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