By interspersing online lectures with short tests, student mind-wandering decreased by half, note-taking tripled, and overall retention of the material improved, said Daniel Schacter, the William R. Kenan Jr.
“What we hope this research does is show that we can use very strong, experimentally sound techniques to describe what works in online education and what doesn’t,” said Szpunar. “The question, basically, is how do we optimize students’ time when they’re at home, trying to learn from online lectures? How do we help them most efficiently extract the information they need?
“At the very least, what this says is that it’s not enough to break up lectures into smaller segments, or to fill that break with some activity,” he said. “What we really need to do is instill in students the expectation that they will need to express what they’ve learned at some later point. I think it’s going to be a very sobering thought for a lot of people to think that students aren’t paying attention almost half the time, but this is one way we can help them get more out of these online lectures.”
Digital learning isn’t just a gimmick or a fad. It’s changing lives and making possible hopeful, promising futures for thousands of students. In this summer series, we’re going to look at examples of real lives changed by digital learning.
Mapping a Personalized Learning Journey – K-12 Students and Parents Connect the Dots with Digital Learning
Report pdf or html
Project Tomorrow is a national, education nonprofit organization. Our vision is to insure that today's students are well prepared to be tomorrow's innovators, leaders and engaged citizens of the world.
most cutting-edge tool under development is the “teachable agent” — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil
Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students. Even though users’ interactions with Betty are virtual, the social impulses that make learning-by-teaching so potent still come into play.
Lectures are often the least educational aspect of college; I know, I've taught college seniors and witnessed how little students learn during their four years in higher education.
why would anyone waste precious class time on a lecture?,” write Associate Medical School dean, Charles Prober and business professor, Chip Heath, in The New England Journal of Medicine. Instead, they call for an embrace of the “flipped” classroom, where students review Khan Academy’s YouTube lectures at home and solve problems alongside professors in the classroom. Students seem to love the idea: when Stanford piloted the flipped classroom in a Biochemistry course, attendance ballooned from roughly 30% to 80%.
suppose knowledge is not the goal of education. Rather, suppose today’s content knowledge is an offshoot of successful ongoing learning in a changing world – in which ‘learning’ means ‘learning to perform in the world.’
Video games are especially startling from the perspective of conventional views of curriculum and instruction. According to the standard view, I should never be able to learn and greatly improve at the games since there is no formal and explicit curriculum framed by knowledge, and – even more puzzling – no one teaches me anything! I shouldn’t learn but I do. In games (and in life), I begin with performance challenges, not technical knowledge.
The Guardian Arkadelphia teacher takes new approach to education Arkansas Online (subscription) Bud McMillion is a teacher in the Arkadelphia Public School District, but he is also the “Thought Partner” of Cheryl Merk, the Arkadelphia High School...
Maureen Greenbaum's insight:
Active Learning -Student Centered - structured per Dan Pink's 3 Drive forces - Autonomy (control) - Mastery - Purpose - @BudMcMillion
Many teachers in many classrooms spend the majority of their time in the basement of the taxonomy, never really addressing or developing the higher order thinking skills that kids need to develop. We end up with rote and boring classrooms. Rote and boring curriculum. Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students.
“Students, perhaps without realizing it, are already seeking out ways to personalize their learning,” according to the report. “Looking to address what they perceive as deficiencies in classroom experiences, students are turning to online classes to study topics that pique their intellectual curiosity, to message and discussion boards to explore new ideas about their world, or to online collaboration tools to share their expertise with other students they don’t even know. Students now expect in their learning lives the same types of personalized interactions that adults already experience in our everyday lives.”
In the coming decade, emerging technologies will thoroughly transform higher education.
In the new model that is emerging, classes will be delivered in modules that can be downloaded as individual lectures or as an entire class and will be accessible in the data cloud. Rather than a uniformly prescribed program, students will create a diversified portfolio tailored to their interests and needs. In contrast to the standardized format, they will be able to take the whole course or, customizing, select parts of different courses and combine them in various ways.
Producing high- quality online classes isn’t easy and often costs more than investors expect.
The five-week program helped Mr. Ortiz move up a level in math and avoid a remedial course in the fall. It also sold him on the college. Two years later, the 21-year-old, first-generation college student is about to complete his associate degree in computer engineering and transfer to the University of Texas at El Paso.
"Summer bridge programs can provide an important head start on college," said Elisabeth Barnett, a senior research associate at Teachers College, Columbia University, and the Community College Research Center in New York.
The researchers also found the best predictors of success were faculty members interested in working with younger students, the availability of trained peer mentors, extra academic support, organization of students into cohorts to encourage one another, and a champion on campus.
"Using games for purposes other than entertainment is nothing new. There are war games, educational games, throne games. But a new class of games has sprung up in recent years, designed to create awareness and raise support for a variety of global issues. Such serious games seek to harness the power of competition and/or novelty to attract players and get the word out for a good cause. Here are 15 games you can play and be a better person for it."
Education is Supposed to Produce Independent Thinkers, Not Answering Machines.
The second in the series of letters to teachers from students. This time, a young man in Grade 12 talks about how we are missing the point of education by obsessing on marks and assessments.
Everything is geared toward tests. We do not learn about the subjects, we learn how to answer questions in exams with the spoon-fed knowledge that the teachers provide. Every single student is coerced into a rigid, marks-orientated syllabus in order to acquire the expected A's. Students' potentials are calculated with mere digits and their futures depend on pieces of paper with red ticks. This is not education. This is a subtle brainwashing process. A true education is supposed to produce independent thinkers, not answering machines.
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