The flipped classroom provides avenues for teachers to become facilitators of learning and move away from the sage on a stage approach to teaching. The foundational concepts of instructors guiding students or facilitating their progress are based on the idea that the instructor is no longer at the center of the interaction and application of knowledge. The instructor remains available to students as a facilitator of resources, a resource who should frequently check students for understanding for their learning.
"One of the most enjoyable aspects of my current work is the training and working with teachers to deliver live lessons online. It is really insightful to observe how some teachers structure and utilise technology to present and teach their subject to learners worldwide. From these observations, it has been possible for me to identify 3 broad styles or types of delivery employed by teachers online."
With the huge potential that Information and communication technology has to offer for teaching and learning also comes a matching potential for distraction, illicit and inappropriate activity and poor judgement. Guidance is often missing in the home environment as the parents lack the depth of knowledge and understanding to provide sound subjective advice, effective monitoring and appropriate modeling. This is not through lack of interest, in most cases, but rather from their limited exposure and experience with this rapidly evolving and changing environment.
Fortunately, when students are educated about information-gathering techniques and critical thinking, they have the tools necessary to see through spin and make decisions based on fact, rather than myth or propaganda. Regardless of your subject, critical thinking is one of the most important skills you can teach.
In the project to educate our students to be digitally savvy and empower them to use the resources of the web to best pursue their own passions in learning as well as to research, evaluate, and use information in their coursework, we could stand to be more intentional in helping them shape their online environment than we have been thus far.
Over the last few years I've done a lot of work developing writing and redeveloping online courses and course materials. In the initial rush to get learning online many organisations got themselves a Moodle platform and then attached a whole load of PDFs and .docs, added some forums and the odd video clip and called it an online course. It's no surprise then that drop out rates for online learning courses have been so high.
The Horizon Report showcases a number of different examples of institutions that are using learning analytics in different ways. The post How Learning Analytics Are Being Used In Education appeared first on Edudemic.
These questions showed us that there are different stages of personalizing learning. Personalizing learning for all learners means understanding the different stages of personalized learning environments (PLE).
What do Penny Ur, Willy Cardoso, and James E. Zull have in common? They all presented at the 2012 IATEFL Conference, and they all referenced the connection between reflecting on experience and lear...
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"The success of distance courses has prompted universities nationwide to increase the number of courses offered online. As the number of these courses has increased, the challenges involved in developing and offering them have become more apparent. One particular difficulty when teaching in an online format is that it can be more time-consuming than teaching in a traditional in-class format. This case study investigates this issue through the use of a detailed comparison of the time required to prepare and teach a traditional course, and that required for the same course presented in an online format."
"Instructors are discovering the benefit of using videos as part of their instructional strategy to enrich the process of learning... The online classroom could benefit the most from the interactive nature of videos when they are designed for and created by students. With the availability of free software and relative ease of making a video, it is time for a video literacy revolution among students."
With all these changes happening so fast, it is hard to say where the internet will take education next. What is likely is that the changes listed above will continue to spread and become more dramatic. One day school education and on the job training may be completely unrecognizable from where they are today. So as the internet continues to make education more available, cheaper, and better, the best we can do is try and keep up and make sure we are taking the best advantage of these advancements as they occur.
This paper reports on a study conducted by Huw Jarvis into the perceptions and practices of Thai and Emirati university students in the use of computer-based materials beyond the classroom. It explores how these students use technology to support their English language learning and offers recommendations for institutions that provide self-access centres. The paper concludes that the term mobile assisted language use may better describe how learners use technology.
Crowdsourcing of some aspect of the creation of online learning content seems like a foregone conclusion. At some point in the not-too-distant-future, I believe that many jobs, maybe even a majority of jobs, will be performed online as we move towards a crowdsourced world. We will work with a distributed network of people, who we may never meet, to create things for other people who we may never meet.
If you are thinking of introducing iPads in your school, then I think by far the best way to start is just by having a few in the teachers’ staff room and letting the teachers explore them and see what they can do with them. If this can generate some enthusiasm then you could be on your way to having a 21st century language school.
In the not so distant future the notion that schools should block social media will become difficult to defend. Before that happens schools will have to reimagine their mission in the lives of young learners, the communities they serve, and the extraordinary possibilities of networked media and networked literacy.
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