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21st Century HowTo Guide For Teaching-People

21st Century HowTo Guide For Teaching-People | Higher Education Teaching and Learning | Scoop.it
A practical guide for teaching-people (teachers, professors, educators, instructors…) on How-To teach (coach) learners on a modern way with tools from the 21st Century and also with newest 21st Century Education knowledge.
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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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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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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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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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Joi Ito on Education, Technology, and Innovation - YouTube

At #BbWorld14 Joi Ito, the director of the MIT Media Lab, delivered a keynote address for thousands of educators on education, technology and innovation.
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Rescooped by Kim Flintoff from Leadership in Distance Education
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Understanding What Tools Professors Actually Want: The Need For Design Thinking In Higher Ed

Understanding What Tools Professors Actually Want: The Need For Design Thinking In Higher Ed | Higher Education Teaching and Learning | Scoop.it
Design thinking in higher ed has been a lot of talk, but not much action.

Via Susan Bainbridge
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Rescooped by Kim Flintoff from Learning Technology News
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Does Tech Hold Back Educators?

Does Tech Hold Back Educators? | Higher Education Teaching and Learning | Scoop.it

Teaching is not easy. It is a profession that requires educators to be relevant. Being relevant doesn’t come with age. Just the opposite occurs, and it requires work to keep up. Teaching is not a profession that enables one to stop learning after the degree is earned and the job is secured. Technology is moving us all too fast for anyone to sit back relying on old methods and tools.


Via Nik Peachey
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Nik Peachey's curator insight, August 15, 3:48 AM

Lots to agree with here.

Alessandra's curator insight, August 20, 6:23 PM

"Teaching is not easy. It is a profession that requires educators to be relevant. Being relevant doesn’t come with age. (...) Teaching is not a profession that enables one to stop learning after the degree is earned and the job is secured."

Carmen Arias 's curator insight, August 23, 5:27 AM

Tom Whitby`reflections always worth a slow reading

Rescooped by Kim Flintoff from iPads in Education
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Do Teachers Need iPad Training? - Edudemic

Do Teachers Need iPad Training? - Edudemic | Higher Education Teaching and Learning | Scoop.it

"We have come to a point in the education technology journey where it seems rather dull to still be asking if the iPad is the right device for the classroom. The answer, in case you’ve missed the last few years of debate is that it is a great option, but this is not universally accepted and never will be. Nonetheless, one of the attributes you’ll hear put forward is that it is easy to use because of the intuitive nature of iOS. This is absolutely true; you can put the iPad into the hands of almost any child and within a short period of time they will have mastered it.


So does it then follow that you can out the iPad into the hands of teachers and expect the same results?

 

No."


Via John Evans
Kim Flintoff's insight:
The emphasis on iPads is a bit of a distraction here - the issue is related more to the ability of teachers to create engaging learnng opportunities where technology use extends and enhances the students' capacity for self-direction, information literacy, collaboration. culural awareness, etc... be it with an iPad or other ICT, the point is that too many teachers still rely on delivery and control, rather than authentic opportunities for learning.
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Nicky Mohan's curator insight, August 10, 5:24 PM

Really good points for both teachers and parents

Joel Weekes's curator insight, August 10, 5:30 PM
Very true - PD is necessary and needs to keep coming back to 'what is best practice'. It is not about the iPad, it is about the learning that is taking place.
Gary Harwell's curator insight, August 18, 3:38 PM

The answer if YES!

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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, Today, 12:36 AM

Where do we fit in?

ManufacturingStories's curator insight, Today, 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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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

Audio

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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Reinventing Teaching and Learning Centers for the 21st Century -- Campus Technology

Reinventing Teaching and Learning Centers for the 21st Century -- Campus Technology | Higher Education Teaching and Learning | Scoop.it

A Q&A with W. Gardner Campbell

By Mary Grush08/27/14

Virginia Commonwealth University's vice provost for learning innovation and student success tells CT about the university's new ALT Lab, which — with an open house Sept. 10 — is just now launching to redefine the notion of centers for teaching, learning and instructional technology and reshape the way the university supports excellence in teaching and learning.

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Personalized PBL: Student-Designed Learning

Personalized PBL: Student-Designed Learning | Higher Education Teaching and Learning | Scoop.it
Project-based learning may be the best vehicle for personalized learning as teachers move beyond "course-based" approaches and open the way for student-designed curriculum.

Via Amy Burns
Kim Flintoff's insight:

An art teacher and I (drama teacher) started to use a negotiated approach with students about 15 years ago.  By working with students to be aware of curriculum expectations and discussing "what would this look like" we assisted students with developingntheir own learnign pathways and expressions of their learning - in keeping with the legislated requirements of curriculum.  I've also noted over the years that elements of the International Baccalaureate - particularly the project work from MYP - reflects a similar approach.

Without reference to research literature, I'd speculate that this speaks to engagement, authenticity and relevance... and needn't be confined to K-12 contexts.... well-documented project work could be conducted outside the confines of formal classes and evidenced against formal assessment criteria.

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Kelly Christopherson's curator insight, August 20, 1:38 PM

PBL is one way to approach the way to organize the learning for students within the classroom. The use of different tools allows for the development of student-driven designs for learning and provides teachers with the opportunity to allow students more direction in their own learning. 

Durriyyah Kemp's curator insight, August 22, 11:10 AM

Project-Based Learning is a great vehicle for allowing student to gain social and emotional learning (SEL) skills.  The five core competency skills for SEL (self-awareness, social awareness, relationship skills, responsible decision-making, and self-management) can be easily integrated into any project-based learning opportunity.

Edgar Mata's curator insight, August 25, 12:48 AM

El alumno determina los proyectos en los cuáles va a trabajar.

 

La gestión es compleja pero los resultados lucen prometedores.

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Engagement in Deep Learning

Engagement in Deep Learning | Higher Education Teaching and Learning | Scoop.it
If we truly want to connect with students in ways that will activate them to be self-driven lifelong learners, then we must be authentic, deeply engaged learners ourselves.  Deep learning is infect...
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What Higher Ed Can Learn from the Death of Independent Bookstores

What Higher Ed Can Learn from the Death of Independent Bookstores | Higher Education Teaching and Learning | Scoop.it
Like independent bookstores of the 1990s, leaders of small higher ed institutions are faced with the decision to embrace strategic change or lose out to the transforming marketplace.

Via Alberto Acereda, Ph.D.
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