Her new university is among a number of recent initiatives to change the way American students learn and the values they take away with them. Ivy League universities are now particularly keen to shake up their admission process and focus less on students with great grades and a set of extra-curricular activities, and prioritize meaningful experience instead.
Key Takeaways Libraries increasingly offer the technological capacity and staff expertise to support student publishing, but this activity tends to happen in isolation from other library activities. Harnessing publishing as a pedagogical tool improves student learning outcomes through high-impact learning practices: extensive writing, teamwork, service learning, undergraduate research, and experiential learning. Partnering with students to achieve their publishing ambitions clarifies the requirements that the next generation of digital scholars may have for library technology infrastructure designed for preservation and access. The University of Michigan Library connects scholarly communication and instruction by focusing on publishing as pedagogy, as illustrated in three case studies.
ABSTRACT This article focuses on further education of teachers and the importance of the relationship between further education and the visions and development strategies of schools. The study shows that if further education is to contribute to change and development in schools beyond what individual teachers learn, the school has to be organized as a learning community. This means that the school must have a vision. This in turn demands that schools are led in a manner that allocates arenas and room for communication where visions and targets can be formulated and understood through common dialogue.
FORM’s popular celebration of urban art and ideas will include the transformation of an urban creative campus with murals by leading international and Australian artists, Western Australia’s first-ever prototyping festival – PLATFORM – and the launch of Perth’s newest creative hub and community space: The Goods Shed in Claremont.
From 1-3 April, to coincide with The Goods Shed opening its doors, the Bayview Terrace area will host pop-up place activation and installation prototypes.
In Western Australia being able to live in creative, stimulating and socially cohesive communities shouldn’t be a privilege but a right. But in enjoying that right, we all share responsibility for making an active contribution towards our communities’ creativity and vibrancy. We may not all be architects or urban planners, but we do live in buildings, in streets, in suburbs of a town or city, so we’re specialists on neighbourhood living too.
Why in this day and age, it is important to become a “learning worker”, and that for me “learning to learn” doesn’t just mean “learning how to study” in formal courses. etc – although that’s a part of it, but nowadays it also means:
building a habit of continuous, everyday learning – and keeping your eyes and ears constantly open and learn from everything around youextracting the learning from your work experiences – this, after all, is how most of how we learn to do our work takes place – as we do our job keeping up to date with what’s happening in your industry and profession – not just by going to an annual conference or reading a few industry magazines – that pretty much tells you what’s happening now, not what’s happening next – the place to find that out is in on the Social Web, in your professional social networksrecognising serendipitous learning – the accidental, unplanned learning that takes place everyday as a consequence of other things.
For me, this is the new work of learning professionals – one that involves helping and supporting individuals – rather than creating and delivering one-size-fits-all content!
I recently presented a session at DigiCon15 about Becoming a More Connected Educator. To provide a voice for those listening, I created a Google Form asking a few questions, such as how they are connected, what are the biggest challenges and any questions they may have. There were a few that I addressed at the end of the session, including moving beyond sound bites and giving back. However, one question that alluded me was a ‘get connected’ for dummies. So here goes, my 10 step process to becoming connected or a getting connected for dummies
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
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.
Christine Ortiz is taking a leave from her prestigious post as a professor and dean at the Massachusetts Institute of Technology to start a radical, new nonprofit university that she says will have no majors, no lectures, and no classrooms.
Many details about the new university are still undetermined, she says, but the basic idea is to answer the question, What if you could start a university from scratch for today’s needs and with today’s technology?
Her venture is not the only effort to create a new kind of college — there’s the Minerva Project, created by a tech entrepreneur in San Francisco, and MOOC providers like Udacity, started by a former Stanford University professor.
The inaugural issue of UNBOUND explores alternative credentialing, the future of online education, and more.
Welcome to UNBOUND: Reinventing Higher Education, a new online journal published by UPCEA, the association for leaders in professional, continuing and online education.
The name UNBOUND calls to mind the many innovations that are taking place in education across our country and our world, where technology is helping us break the bonds of space and time to make education accessible and more affordable to a broad audience.
The main objective of this study is to develop a self-report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of thisinstrument are based on an existing comprehensive framework and were created withinput from experts in the ﬁeld. The data were collected from a sample of 931 ﬁnal-year preservice teachers in Flanders (Belgium). A ﬁrst subsample was used for an exploratory factor analysis,and a second one to verify the identiﬁed factor structure via conﬁrmatory factor analysis. A two-factor structure of ICT competencies was identiﬁed: (1) compe-tencies to support pupils for ICT use in class and (2) competencies to use ICT for instruc-tional design. This two-factor structure was conﬁrmed in the conﬁrmatory factoranalysis. Recommendations are made on how this reliable instrument can help assessthe level and progress of preservice teachers’ ICT competencies
It's that reflective time of year again. It's now that educators like me consider what will define our approach to teaching and learning in the next 12 months. It's made more reflective where I live, as the New Zealand school year runs February to December, so I'll be starting with new classes in a few weeks.…
It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints. For individual teachers, trying out new practices and pedagogy is risky business and both our culture, and our reliance on hierarchy, provide the ideal barriers for change not to occur. As Pogo pointed out long ago, “we have met the enemy and it is us.” http://www.cea-ace.ca/blog/brian-harrison/2013/09/5/stop-asking-permission-change
Educational psychology has focused on the concepts of learned helplessness and more currently growth-fixed mindsets as a way to explain how and why students give up in the classroom setting. These ideas can also be applied to educators in this day of forced standardization, testing, scripted curriculum, and school initiatives.
As Tom Whitby and I point out in our book, The Relevant Educator: How Connectedness Empowers Learning (Corwin, 2014) we believe there are 8 things all Relevant, Connected Educators do:
Practices and Models Lifelong LearningViews Failure As Part of the Process of LearningBelieves in Sharing and CollaborationWilling to Explore, Question, Elaborate, and Advance Ideas Through Connections With Other EducatorsUses Technology and it's Connection to Other Educators to Learn and TeachUses the Tools of Technology to Personalize Their Professional DevelopmentComfortable With New Technology and Shows a Willingness to ExploreMay Put Creation Over Content and Relevance Over Doctrine
“Teaching is complex work that people actually have to be taught to do,” says Deborah Loewenberg Ball, dean of the School of Education at the University of Michigan. Ball spent years as an elementary school teacher and was always praised for being a “natural,” but she says teaching never came easily. She worked hard at her job.
Now, she’s trying to dramatically change teacher training to focus on the specific knowledge and skills that teachers need to effectively help students. Understanding math and knowing how to teach it are two separate skills. And understanding how to teach math well doesn’t come naturally.
People who want to be teachers “deserve to learn how to do this work well,” Ball says. “And the children that they teach particularly deserve to have those teachers taught.”
The sheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as moocs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early mooc development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning.
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.
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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