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.
"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."
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
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.
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
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.
YourTurn! The Video-Game‹ is a music-based game and a social community for Viennese youth. Players engage in ›versus‹ battles on Facebook. Taking turns, they select snippets of Youtube (music) videos, which they append to a mutual DJ mix. Playing against each other leads to a shared and creative result; a DJ mix made by two players who previously did not know each other. Thus ›YourTurn!‹ brings together youth of different ethnicity, gender and place of residence who normally would not be in contact with one another. Thereby, music acts as cultural and identity-related tie. The sustained yield of the forming relationships is supported by a series of events and workshops.
›YourTurn! The Video-Game‹ is currently in development by Viennese games company Platogo. YourTurn! is available online since February 21st, 2012. Over a period of three months gameplay is be supported (i.a.) by workshops with DJs, events in youth centers, creating content on the Rec'n'Roll bus (a mobile recording studio) and a closing party where prizes are awarded for the best contributions to the game. A further highlight is an invitation to the most successful players to present their DJ mixes at GameCity, Austria's biggest video games festival held at Vienna city hall.
More and more, employers are going to want to see some proof that a potential employee has actually gained particular skills. So certificates that can credibly attest to someone’s ability to write computer code, write a decent essay, use a spreadsheet, or give a persuasive speech are going to be worth more and more. And any training program that takes the need to maintain its own credibility seriously can help students gain those skills and certify them for employers in a way that bypasses the existing educational establishment.
In this age of abundance of information, shifting classroom pedagogy isn't nearly enough to make learning in school more relevant and authentic for the learner. Self-directed learning (andragogy), and self-determined learning (heutagogy) are the ideals necessary in making students "future ready" to live and learn in a web connected world.
While original research applied these concepts to mature learners, it has become apparent that even young children have an abundant capacity for recognizing and directing their own learning. Anyone who has observed toddlers learning how to walk and talk understand the motivation and skill development that quickly develops during these processes.
When we talk about the digital divide in education, the discussions revolve mainly around two factors: lack of access to the internet and lack of knowing how to use that access in powerful ways that can fuel learning beyond consuming content.
There are a lot of powerful tools for change available to educators and plenty of creative, inspired educators working hard to put available technology to work in classrooms. A lack of excellence is not the problem in education; access to technology and guidance for participating in the digital space in powerful ways are much bigger challenges.
That is the message Karen Cator, president and CEO of Digital Promise and former head of the Office of Technology at the US Department of Education, is spreading around the country. “When we think about students who do not have access to these kinds of powered-up learning environments, that’s a problem,” Cator said at a presentation sponsored by SVForum, a non-profit that organizes ed-tech events. From Cator’s perspective, the digital learning gap can be broken down into three parts: access, participation and powerful use.
Kim Flintoff's insight:
One access it achieved the approach that teachers use to enable "powerful use" is the real factor for transformation...
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
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.
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.
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!
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.
Research students need more face-to-face and informal support tailored to their own subject area to help them embrace open web technologies and social media fully, according to the UK’s largest study of doctoral students commissioned by the technology consortium Jisc and the British Library.
According to the renowned American educator, Malcolm Knowles there are 5 assumptions concerning the characteristics of adult learners, and 4 principles concerning adult learning (andragogy). Despite the fact that Knowles' adult learning theory assumptions and principles were introduced in the 1980's, each can be utilized today to help eLearning professionals create more meaningful learning experiences for adult learners.
This next post in my chapter on ‘Understanding Technology in Education’ for my book, Teaching in a Digital Age‘ is a long one, but it’s a topic I don’t want to chop up too much. This is probably going to be fairly controversial as I have a very idiosyncratic approach to the topic of media and technology in education. So let’s see how you react to this section:
“Education is one of the last industries to be touched by Internet technology, and we’re seeing a lot of catch-up going on,” said Betsy Corcoran, the chief executive of EdSurge, an industry news service and research company. “We’re starting to see more classical investors — the Kleiner Perkinses, the Andreessen Horowitzes, the Sequoias — pay more attention to the marketplace than before.”
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