In education, there are goals – often of the large scale and nebulous variety: “Learn English.” “Understand fractions”. “Learn to write (well)”. Achieving this type of goal is often difficult. There are many steps along the way, and the ‘finish’ is not necessarily a single, specific box you can check.
The handy graphic below by Mia MacMeekin takes a look at “Making Stops On The Journey”, and how defining learning outcomes gives students a destination to reach for, and an expectation to achieve. Learning objectives are the stops on that journey. Keep reading to learn more about how you can design the learning objectives and help your students reach their goals.
Roles a-changing for teachers The Star Online One notable example that started all this is Salman Khan of the Khan Academy, a graduate from Massachusetts Institute of Technology (MIT) and Harvard University who started creating short online videos...
The Technology Outlook for STEM+ Education 2013-2018: An NMC Horizon Project Sector Analysis was released as a collaborative effort between the New Media Consortium (NMC), the Centro Superior para la Enseñanza Virtual (CSEV), Departamento de Ingeniería Eléctrica, Electrónica y de Control at the Universidad Nacional de Educación a Distancia (UNED), and the Institute of Electrical and Electronics Engineers Education Society (IEEE). This report will inform education leaders about significant developments in technologies supporting STEM+ (science, technology, engineering, and mathematics) education.
“Campus and school leaders along with practitioners across the world use the Horizon Project as a springboard for discussions around emerging technology,” says Dr. Larry Johnson, CEO of the NMC and co-principal investigator for the project. “By examining these technologies through a STEM+ lens, the report will help educators to think more critically about how emerging technology can engage learners in the sciences, engineering, and mathematics and push the boundaries on how they related to the world around them.”
This week, Ryan Baker posted a link to a piece, co-written with George Siemens, that is meant to function as an introduction to the fields of Educational Data Mining (EDM) and Learning Analytics (LA). “Educational Data Mining and Learning Analytics” is book chapter primarily concerned with methods and tools, and does an excellent job of summarizing some of the key similarities and differences between the two fields in this regard. However, in spite of the fact that the authors make a point of explicitly stating that EDM and LA are distinctly marked by an emphasis on making connections to educational theory and philosophy, the theoretical content of the piece is unfortunately quite sparse.
MOOCs are on the Move: A Snapshot of the Rapid Growth of MOOCsA White Paper by Dr Lindsay Ryan - January 2013What are MOOCsMOOCs are Massive Open Online Courses and they are rapidly changing the game for higher education, executive education and employee...
The issue in higher education is that the really hard and important problems — the problems that no one has solved yet, the problems that will ultimately destroy us — are problems of reuse, not production. David Wiley nailed this years ago in his reusability paradox. Briefly stated, the paradox is this – ..
Designing for reuse (in most situations) means removing contextually-dependent hooks from designed objects. The value proposition of higher education, unfortunately, is largely the process of contextualization of knowledge. What students find useful in a course is the coherence-building that a teacher and other students provide. Small contextually-dependent hooks such as “As we mentioned last week” are the bread-and-butter sense-making of any course. Therefore “pedagogical effectiveness and potential for reuse are completely at odds with one another.” To some extent calling out this paradox was a plea for a truly open set of educational resources – not PDFs of slides, but actual editable PowerPoints. Not DRM’d learning objects, but cuttable videos. Not textbooks as ePubs, but textbooks as editable documents. To be open is to permit local re-contextualization.
Unesco estimates that half of the world's 6,000 languages will have disappeared by the end of the century - but new research shows that social media and text messaging in particular are promoting and supporting language diversity.
Texting is now conducted by speakers of around 5,000 languages.
"Text messaging is the most linguistically diverse form of written communication that has ever existed," says Munroe.
"It's also become the first form of written communication of many of the world's languages," he says.
"Most have only ever been spoken. But the technology and economics of text messages and the proliferation of cells phones means it's the most economic option of communication."
Creativity matters, and that is not a subjective statement. Adobe recently surveyed 1,000 college-educated, full-time salaried workers on this topic, and the results were overwhelming:
96 percent believe creativity is valuable to society.78 percent state that creativity is important to their careers.32 percent don’t feel comfortable thinking creatively at work.78 percent wish they were more creative.
How do you solve a problem like this? Well, you have to get creative. Like most learned skills, creativity begins in school. Few students take creativity classes, and not enough courses address how to “think outside the box.”
Curating new and relevant content and tailoring it to their own, unique needs will become a key skill required by future teachers.
Why? Professional development becomes attractively cost effective in such a process, and money and budgets are powerful influencers for change.
Soon enough, large institutions will realize that the most effective professional development (PD) happens through networks, networks accessed through social media. More PD happens on Twitter for example in one night than a teacher is likely to get in a year through formal conferences and staff meetings.
Presently, departments of education around the world spend phenomenal amounts of money of professional development, yet many teachers for whom such development is “designed” for gain little from it, and are often left to their own device to self-direct their own improvement. To be clear, self-directed “training” is fine, provided it doesn’t occur while struggling against school and district-led training, one pulling in one direction, the other in another.
Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.
oday is the second annual Digital Learning Day, designated to bring attention to the benefits of technology for learning. As part of the effort, PBS LearningMedia has released a survey showing that 74 percent of teachers say educational technology benefits their classroom in many ways, including the ability to reinforce and expand content, motivate students, and respond to a variety of learning styles.
This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners regarding their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
The popularity of declaring quality assurance seems to be growing significantly in the last decade, including the field of distance studies and e-learning. Unfortunately, the implementation of quality assurance mechanisms on the operational level faces considerable problems. In this article we describe different conceptions of quality of distance studies, the stage of research and implementation of quality assurance in Lithuania, and especially at Siauliai University. We present analysis of two case studies where different methods of the evaluation of distance studies were used: 1) Expert evaluation can prove that distance studies meet posed requirements, and therefore is acceptable in the organization; 2) Students’ questionnaires allow to investigate distance studies as a process. Also we present problems that arise while seeking to enhance developed instruments
This piece comes to us courtesy of The Hechinger Report. When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called "flipping the classroom," she faced a big obstacle.