MOOCs: A report from faculty on their experience as students in MOOCs
Adan QuanDepartment of Anthropology, MSUPosted on: January 11, 2013
MOOCs: A report from faculty on their experience as stud...
Via Lisa Durff
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by Roger Riddell
"A letter published Friday by the U.S. Department of Education details regulations on direct assessment and competency-based education programs.
"While the department previously addressed such programs in a March 2013 letter, the document published Friday includes a Q&A format attachment answering a number of questions received since then.
So what has this explosion in technology meant for creativity and learning? According to Robinson, the impact has been enormous. “Tools have extended our physical reach, allowing us to do things physically we couldn’t otherwise do, but they’ve also expanded our minds,” he says. “The relationship between tools and intellectual, physical and spiritual development is really powerful.”
But while Robinson believes that tools play an important role in creativity, he sees an even higher calling for technology. “The real virtue is not in the tools we create, it is in how we use the tools to create, how creative we become with the tools,” he says. “The challenge with technology is not a technological one, it’s a spiritual one.”
For the best performing schools, technology has become an enabler of creativity and innovation, and Robinson believes it has the potential to do even more. “A lot of advocates of the standards movement think that creativity is some recreational activity, a distraction we don’t have time for,” he says. “The real situation is that adopting creative approaches to teaching and learning is among the best ways of engaging kids’ interests, imagination and therefore, raising standards.”
Creativity, as defined by Robinson, is also the basis for life-long entrepreneurship and innovation, highly sought-after in the 21st century workforce. He believes that, by unleashing students’ creativity, we can help them develop the kinds of skills that will serve them well in their careers, and as leaders of future generations.
In today’s thought-provoking Daily Edventure, Sir Ken and I discuss the state of education, technology and creativity, and what it all means for society. But there’s no better way to close out this post than by sharing the sign-off from the always-quotable Robinson’s keynote: “If we start to rethink some of the fundamental principles of education, [and] its relationship with technology, there’s a better chance that we will create the world that we and our children will want to live in.”
Charles Jennings promotes a 70:20:10 framework for organizational learning, where on-the-job experiential/informal learning and social learning represent the preponderance of each employee’s overall learning. Only 10% is from formal learning activities.
The reason this framework works is that it more or less reflects what’s actually true for employees in the typical workplace. Formal education has its place in preparing people for the workplace. Once those people become employees, they have a job to get done. People aren’t hired to learn, they’re hired to increase productivity or capability. There are productivity expectations and organizational needs to be met.
Via juandoming, Edumorfosis, Jim Lerman
by Carmen Jones
"Recent research focuses on gamification for students, but what about gamification for pre-service and in-service teachers? Quest2Teach aims to help future educators bridge theory and practice within instructor-led courses in an online environment. In this game, which uses a "small game" (i.e., containable and personalized) framework, teachers develop an avatar that they use to engage in learning virtually across semesters. The 3D, virtual reality platform allows teachers to "learn through doing," experimenting, and practicing before entering a real classroom environment. Quest2Teach, in the spirit of John Dewey and Lev Vygotsky, sees experiential learning as essential to education, whether the learner is a teacher or student."
from the website
by Russell Schilling
"Every organization can benefit from an internal group that focuses on promoting and creating game-changing innovations. At the Department of Education, a new STEM office is working hard to build the foundation for an advanced research infrastructure that can uncover breakthrough innovations to benefit schools, educators, and students. Click here or on the above title to learn more from Russell Shilling, executive director of the STEM office."
I’m going to structure this blog in a way which will hopefully be easy to follow. First, some evidence and anecdotes which seem to contradict the way Dweck’s theory is increasingly being presented (I entirely acknowledge, by the way, that Ms Dweck is much more nuanced in her conclusions than is sometimes suggested by those who cite her name while outlining a much more black-and-white worldview). Then I’ll note some arguments as to why we should be rather cautious about adopting the “Growth Mindset” approach as some sort of universal principle. David Didau has already covered much of this ground in his blog, but if we never allowed for repetition in the blogosphere, there’d be nothing left on the internet except rude videos and pictures of kittens, so I’m going to do it anyway.
by Paul Tough
"When you look at the national statistics on college graduation rates, there are two big trends that stand out right away. The first is that there are a whole lot of students who make it to college — who show up on campus and enroll in classes — but never get their degrees. More than 40 percent of American students who start at four-year colleges haven’t earned a degree after six years. If you include community-college students in the tabulation, the dropout rate is more than half, worse than any other country except Hungary.
Jim Lerman's insight: For anyone interested in or concerned about college enrollment and completion, this article is absolutely essential reading.
"Recorded in Manchester, UK in November 1963 when Little Richard was invited into the Granada TV studios to tape this special while headlining a UK tour featuring, amongst others The Everly Brothers and a virtually unknown band at the time called The Rolling Stones.
"Probably the best live performance ever recorded. Commencing with a storming version of William tell overture by Sounds Incorporated, Little Richard then opens with Rip It Up, after which The Shirelles sing two numbers and then join with Richard for the gospel number Joy, Joy, Joy.
Jim Lerman's insight: Well this post is certainly off-topic, but I came across it tonight and just had to share. Here is Little Richard, one of the greatest and most original American talents of late 1950's rock n roll, in an amazingly informal UK TV special just before the dawn of the Beatles era. There are so many iconic cultural moments here; not the least of which is Little Richard's virtually non-stop 37-minute performance. Sit back, enjoy, and watch the audience shed their inhibitions and learn how to dance. I dare you to sit still through the whole video.
by Sandy Kendall
"Enter ThingLink for Video, which was one of the recommendations for adding interactivity made by the course instructor. If you are familiar with ThingLink, you know it's a tool for adding clickable icons to graphics. Recently, they've added an option for adding clickable icons to videos.
by Jeff Gilliland
"In recent years, much has been made of connected learning, and of new media's power to expose students to new ideas, perspectives, and communities of thought. But what about those students given few opportunities to see beyond their own backyards, or for whom the 24-hour media cycle can seem like a relentless onslaught of violence, negativity, and stereotyping? How can we as educators use the tools of connected learning to empower students to take their stories into their own hands and speak out on behalf of the places and people they call home?
"This was the core question posed by The 524 Project, a dynamic collaboration between arts educators in Washington, DC and Detroit. Inspired by a 2009 TED Talk given by novelist Chimamanda Ngozi Adichie on "the danger of a single story," DC-based Young Playwrights' Theater (YPT) and Detroit-based InsideOut Literary Arts Project (iO) developed a hybrid curriculum of spoken word poetry, playwriting, and media arts that empowered our students to challenge the mainstream culture's prevailing narratives about their cities. We called the program The 524 Project, after the 524 miles between DC and Detroit, and in the spring of 2014 we taught it simultaneously to a class at Ballou Senior High School in southeast DC and a class at Western International High School in southwest Detroit."