Higher Education Teaching and Learning
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Contact North Videoconferencing Training Resources | Contact North

Contact North Videoconferencing Training Resources | Contact North | Higher Education Teaching and Learning | Scoop.it

    Learn how to effectively teach and engage students using videoconferencing:
-          What do you need to do before class?
-           How do you prepare your students?
-           What are the best ways to encourage participation?
-           How do you better engage your students?

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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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10 Indicators Of Efficient Teaching

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

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

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


10 Indicators Of Efficient Teaching

 

- You make frequent minor adjustments.

- You have access to “good” data.

- You don’t teach, you design.

- You plan backwards.

- You don’t do what you’re told.

- You’re a learning feedback machine.

- You prioritize endlessly.

- You change your mind.

- You see each student individually.

- Your students are changing–all of them.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

And perhaps they have a point.

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

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

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

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

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

How Education Innovation Will Change Your Classroom | Higher Education Teaching and Learning | Scoop.it
With all the talk about virtual reality, wearables, makerspaces and big data, it can be hard to visualize what your classroom is going to look like in a few years. The good news is that you and your school will be heavily involved in creating a space that uses technology to help students learn and keeps them engaged — and that helps you do your job better.

Here’s a look at some of the biggest technology trends and how they’re leading to education innovation.
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Personalized Learning: Creating a Relevant Learning Culture for the Next Generation

Personalized Learning: Creating a Relevant Learning Culture for the Next Generation | Higher Education Teaching and Learning | Scoop.it
Personalized learning – where students take ownership of their learning and collaborate with instructors to design an education plan that works for them – is enticing education leaders as a way to transform the traditional education model, increase student engagement and improve achievement.

But while personalized learning is certainly promising, a recent CDE survey of 215 IT leaders in K-20 education shows the concept has not been widely implemented in K-12 or higher education. Just 20 percent of K-12 respondents and 15 percent of higher education respondents reporting having created a personalized learning culture.

This Special Report helps educators understand what personalized learning is (and what it is not), identifies innovative approaches to personalized learning and provides potential solutions to the challenges institutions face on the path to personalized learning.
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Digital Promise Puts Education Research All In One Place

Digital Promise Puts Education Research All In One Place | Higher Education Teaching and Learning | Scoop.it
Digital Promise, the congressionally authorized nonprofit charged with “accelerating innovation in education to improve opportunities to learn,” has developed a tool to help educators and ed-tech developers sort through relevant research.

“There is more and more pressure for people to use research in their work,” said Sarita Bhargava, chief communications officer for Digital Promise. “We hope this tool will provide the first step.”

The Digital Promise research team used Web of Science, a tool that allows users to search by citation, to put together a network of peer-reviewed research articles related to education. They’ve organized the research into 12 broad topics that include subjects like student motivation, teaching reading, and special education practices.
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The Future of Learning — Learning {Re}imagined — Medium

The Future of Learning - Learning {Re}imagined - Medium

was recently invited to give a keynote talk at Windays 16, a Microsoft sponsored event hosted on a beautiful island near Poreč, Croatia. The event brought together representatives from the business, education and government communities in Croatia to consider the future of work, the Croatian economy and the role of education. 


After my talk I was invited to give the following interview which is 9 minutes long where I discuss my thoughts on the future of learning, schools, the misuse of EdTech and the need to reimagine assessment and testing. A full transcript follows the video:

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Ivon Prefontaine's curator insight, May 9, 10:43 AM
Dewey emphasized the immediacy of context for children and learning. It was not about far-off, distant goals.
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Learning Innovation Week

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

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

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

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

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

Become a digitally agile educator


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

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

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12 Principles of Modern Learning

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

Infographic.


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

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

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Strength in Education | MIT Spectrum

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

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

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

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

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

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

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


The benefits of hybrid roles

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

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Tyler Cowen Says Online Professors Should Think Like Bloggers

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

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

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

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

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A Pedagogy That Spans Semesters

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

What happened when a professor built a chatbot to be his teaching assistant | Higher Education Teaching and Learning | Scoop.it
These students were shocked to find out they'd been chatting with a robot all semester.
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NMC Beyond the Horizon > Getting Personal [WEBINAR]

NMC Beyond the Horizon > Getting Personal [WEBINAR] | Higher Education Teaching and Learning | Scoop.it
May 25th @ 12pm Central US Time

Free for NMC Members
General: $125

Personalizing learning refers to the range of educational programs, learning experiences, instructional approaches, and academic support strategies intended to address the specific learning needs, interests, aspirations, or cultural backgrounds of individual students. Institutions are also harnessing technology to help students advance toward educational goals and create a culture dedicated to student success. In this online event, panelists will explore how this trend is fostering advancements in online learning environments and adaptive learning technologies, making it more possible to support learners’ individual learning paths. Additionally, they will reveal how personalized learning is empowering students to take ownership of their education and prime themselves for lifelong learning.
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TeachThought: A Diagram Of Pedagogy in the 21st Century

TeachThought: A Diagram Of Pedagogy in the 21st Century | Higher Education Teaching and Learning | Scoop.it
We know that thinking in the 21st century seems different. What about teaching? Aside from the presence of dizzying technologies, added pressure for data-based improvements, and a persistent call for innovation, how is teaching different in 2016 than it was in, say, 1984?

Here are a few ideas as a kind of quick overview, with general summaries for each. I’ve added “tags” for each domain so that we can begin to see how existing and emerging initiatives (e.g., personalized learning), trends (e.g., the flipped classroom), and buzz words (e.g., digital footprint) might fit into each.
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How to Think (and Learn) Like a Futurist | Jane McGonigal SXSWedu 2016 Keynote [VIDEO]

How to Think (and Learn) Like a Futurist | Jane McGonigal SXSWedu 2016 Keynote [VIDEO] | Higher Education Teaching and Learning | Scoop.it
"Thinking about the future can prepare you to be more creative, to invent, to innovate, to make a change, to make a difference. And that's because in order to create something new, you have to be able to imagine how things can be different." – Jane McGonigal

Best known for her work as a pioneering game designer and author of the bestselling books Reality is Broken and SuperBetter, Jane McGonigal, PhD, has also spent the past decade working as a futurist. At SXSWedu 2016, Jane led the entire audience in a playful one-hour master class on the three more important techniques for future forecasting.

Watch the full, How to Think (and Learn) Like a Futurist video now and explore more 2016 keynotes and featured sessions on the SXSWedu YouTube Channel.
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Higher Ed Slow To Shift to Digital Experiences -- Campus Technology

Higher Ed Slow To Shift to Digital Experiences -- Campus Technology | Higher Education Teaching and Learning | Scoop.it

Public universities could really use some help in sorting out how to use their digital content, technologies and practices to do a better job of interacting with their "customers" — students and families. Likewise, they're making glacially slow progress on meeting the expectations of prospective students. Those findings come out of a sponsored survey that examined the current state of content management practices in higher education.

According to "Digital Transformation in Higher Education," delivering "experiences" to education customers — above and beyond publishing content — remains "aspirational" for public universities. For example, people involved in content development — web managers, marketers and other decision-makers — know they should be doing more to engage prospective and current students. But they're simply "overwhelmed by the everyday tasks associated with maintaining their university's current web presence," said co-author Marianne Kay, DCG analyst, in a prepared statement. "They find it difficult to evolve from content publishing to digital storytelling." As the report noted, "They recognize the growing need, and they want to be able to respond. But cultural, organizational, and technology obstacles are significant."

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