The Immersive Learning Facility in UQ’s Advanced Engineering Building can accurately simulate multiple engineering scenarios, including high-risk scenarios such as a slope failure in an open-cut mine or a roof collapse in an underground mine.
No one knows that better than Jim Clark, a veteran science teacher who also coached high school basketball for part of his career. Clark isn’t surprised many of his former players stay in touch with him — he still talks to his old high school coach too. “I think if you talk to most coaches they’ll say they stay in touch with a bunch of their guys,” Clark said. “It’s kind of unfortunate that coaching is different from the classroom. Sometimes I think it should be more of the same. When you push kids outside their comfort zone and they realize that it’s made them better, kids appreciate that.
Many educators who begin to teach online believe they can make the transition easily from teaching in a traditional college classroom to an online classroom. What they don't realize, if they don't seek out resources to help them learn how to teach in a virtual environment, is that they are putting themselves and their class at a disadvantage. The reason why is due to the significant difference between classroom teaching and online teaching. It isn't because the principles of adult learning have changed, or the needs of adult students have changed, rather it is due to the change in the format of learning.
What it means to be literate today is significantly different to what it was in the not too distant past. Once, being able to decode text was sufficient even if barely so. Today literacy involves the ability to make meaning from a multitude of text types, formats and modalities. The skills required are more diverse and the opportunities for engagement are much expanded. This new literacy with its multiple dimensions requires teaching programmes with a broad depth and appropriate scaffolds and structures to support learners as they navigate a labyrinthine world of meaning.
'Inside the Black Box’ was written by Black and William in 1998 and in it they describe the classroom as a black box with inputs and outputs but what occurred inside was a mystery. For many teachers the reality has been that what occurs in their classroom has been both private and isolating, a matter between the teacher and his or her students but a task largely tackled alone. But this isolationist view is, in the age of the social media and networking increasingly challenged and more and
Do you know that sinking feeling when you look at what you’ve created and think your work totally sucks? When you’re learning a new skill, you need to realize that giving yourself permission to be terrible—for a while—will eventually foster better learning.
Take a look at this question: How do modern novels represent the characteristics of humanity?
If you were tasked with answering it, what would your first step be? Would you scribble down your thoughts — or would you Google it?
Terry Heick, a former English teacher in Kentucky, had a surprising revelation when his eighth- and ninth-grade students quickly turned to Google.
“What they would do is they would start Googling the question, ‘How does a novel represent humanity?’ ” Heick says. “That was a real eye-opener to me.”
For those of us who grew up with search engines, especially Google, at our fingertips — looking at all of you millennials and post-millennials — this might seem intuitive. We grew up having our questions instantly answered as long as we had access to the Internet.
Now, with the advent of personal assistants like Siri and Google Now that aim to serve up information before you even know you need it, you don’t even need to type the questions. Just say the words and you’ll have your answer.
But with so much information easily available, does it make us smarter? Compared to the generations before who had to adapt to the Internet, how are those who grew up using the Internet — the so-called “Google generation” — different?
I had the pleasure once again to work together with Richard Wells from New Zealand. He recently reworked his website from iPadwells.com to eduwells.com. Give it a look if you haven't checked it out lately!
2016 has arrived and iPad pedagogy has moved a long way in 6 years. Having iPads in your classroom is no longer about which exciting apps you can all use but more about empowering your students to discover and share their own iPad solutions for every situation. This requires collaboration between peers and a flexible mindset held by all in the room, including the teacher. It’s about building on new habits held by young people to connect, create and share their learning. It’s also about keeping in-touch with new developments to ensure our young people are ready for a rapidly changing world. Think less about teaching delivery or a “one-app-fits-all” model, and more about 21st century habits, and the development of an innovative mindset. (See this book for more details on this)
In 2015 hebben we (samenwerking Digidreumesen en Mediasmarties) uit een brede voorselectie meer dan 30 apps gekozen die ik heb gerecenseerd. Zo aan het eind van het jaar deel ik graag de juweeltjes in de vorm van een TOP 10!
The childhood tradition of a bedtime story is in serious peril, as experts warn that parents are not making the time to read to their children at the end of the working day and stop reading to them at too young an age.
“Parents lead very, very busy lives,” said Diana Gerald, chief executive of the Book Trust, which encourages children and families to enjoy books and develop their reading skills. “We live in a world where parents are juggling work and home life. Lots of parents are working shifts and there’s a lot of pressure on families. People are increasing their hours.”
A recent survey, by YouGov for the children’s publisher Scholastic, revealed last week that many parents stop reading to their children when they become independent readers, even if the child isn’t ready to lose their bedtime story. The study found that 83% of children enjoyed being read aloud to, with 68% describing it as a special time with their parents. (“It felt so warm, so spirit-rising,” as one 11-year-old boy put it.)
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