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MOOCs: A report from faculty on their experience as students in MOOCs

MOOCs: A report from faculty on their experience as students in MOOCs | :: The 4th Era :: | Scoop.it
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...

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:: The 4th Era ::
Impact of the internet age on human culture and education policy/administration
Curated by Jim Lerman
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Introducing this work

Introducing this work | :: The 4th Era :: | Scoop.it

For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.

 

All readers may not agree with this interpretation of the history of information, especially with the division and numbering of the eras. That is not the main point. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.

 

Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the advance of digital technology occasion analogous transformations in the corresponding universe of present and future human activity.

 

This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL

 

Opinions expressed, scooped, or copied in this Scoop.it topic are my own, or a result of my own judgment, and should in no way be understood to reflect those of my employer.

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Margaret Waage's comment, June 20, 2013 7:43 AM
Jim - I like your perspective. Great subject matter here!
Margaret Waage's comment, June 20, 2013 7:46 AM
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Azania Nduli-AmaZulu UbuntuPsychology.ORG's curator insight, July 8, 2013 6:24 PM

Beautiful!

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Tips for Presenters at Education Conferences

Tips for Presenters at Education Conferences | :: The 4th Era :: | Scoop.it
I’ve been doing some thinking about things I wish I had known the first time I presented at an educational conference as well as things I observe as I continue to enjoy and learn from the presentations of others at conferences. If you are presenting at an educational conference or to teachers in general, it’s worth considering the following ten tips.

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Gates Foundation to Shift Education Focus

Gates Foundation to Shift Education Focus | :: The 4th Era :: | Scoop.it
Going forward, Gates is expected to say, the foundation will no longer invest in new initiatives designed to tackle teacher evaluation and compensation, although it will continue to collect data on the effectiveness of its previous efforts. Instead, it plans to increase funding for curriculum design and professional development aligned to states' standards – be they the Common Core or others – and also continue its support for charter schools, though it will tailor that focus to schools that are improving outcomes for students with disabilities.

According to Gates, about 60 percent of the new $1.7 billion investment will support the development of new curricula and the foundation's new venture centered around building networks of existing schools, and about 15 percent will support the foundation's charter school work. The other 25 percent will focus on "big bets," which Gates characterizes as having "the potential to change the trajectory of public education over the next 10 to 15 years."

The foundation's vision for building school networks includes funding up to 30 networks, beginning with a focus on high-needs schools and districts in six to eight states where data collection and analysis is used to drive results, particularly when it comes to closing the achievement gap between students of color and low-income students and their white and wealthier peers.
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The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions [k-12] (2011)

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions [k-12] (2011) | :: The 4th Era :: | Scoop.it

"This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of four recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policymakers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice."

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Deepgram opens up its machine transcription platform to everyone

Deepgram opens up its machine transcription platform to everyone | :: The 4th Era :: | Scoop.it

"Deepgram, a startup applying machine learning to audio data, is releasing its machine transcription platform this morning for free. No more will you have to pay for other services like Trint to get the dirty work of automated transcription done. Hint: it has something to do with data.

Machine transcription isn’t solved. In fact, machine anything isn’t solved. And it seems like everyone these days is making haste to build their own Fort Knox of data to solve machine everything. Deepgram’s approach is to make its transcription service free for anyone to upload their audio content and receive searchable text in return.

I uploaded to the service an hour-long interview I did about a week ago to test it out. The file was recorded in a noisy restaurant and consisted of two people having a dialog. The transcription quality was far from perfect — but it wasn’t meaningfully worse than anything else on the market."

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The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute

The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute | :: The 4th Era :: | Scoop.it

"The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements—developed and unanimously signed onto by the Commission’s Council of Distinguished Scientists—that affirm the interconnectedness of social, emotional, and academic development as central to the learning process.

"The brief draws from brain science, medicine, economics, psychology, and education research to describe why it is essential to address the social, emotional, and cognitive dimensions of learning; how these dimensions together shape students’ academic and life outcomes; and how these competencies can be taught throughout childhood, adolescence, and beyond. The evidence outlined in this brief moves the nation beyond the debate as to whether schools should attend to students’ social and emotional development, to how schools can integrate social, emotional, and academic development into their daily work."

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Gust MEES's curator insight, October 11, 7:51 PM

The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements—developed and unanimously signed onto by the Commission’s Council of Distinguished Scientists—that affirm the interconnectedness of social, emotional, and academic development as central to the learning process.

"The brief draws from brain science, medicine, economics, psychology, and education research to describe why it is essential to address the social, emotional, and cognitive dimensions of learning; how these dimensions together shape students’ academic and life outcomes; and how these competencies can be taught throughout childhood, adolescence, and beyond. The evidence outlined in this brief moves the nation beyond the debate as to whether schools should attend to students’ social and emotional development, to how schools can integrate social, emotional, and academic development into their daily work."

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=learning

 

Mark Cottee's curator insight, October 12, 10:08 PM
Short report that just happen to pop into my in tray at the same time as my attention to a MOOC on the science of teaching. 
Ivon Prefontaine, PhD's curator insight, October 13, 4:39 PM
Learniing is linked to healthy social and emotional opportunities children encounter to solve problems. John Dewey argued that learning is problem solving and much of it is social. I think play is essential to learning.
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Research Symposium: The Evidence Base for Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute

Research Symposium: The Evidence Base for Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute | :: The 4th Era :: | Scoop.it

"The Commission’s Council of Distinguished Scientists, a group of more than two dozen nationally recognized education researchers from a variety of disciplines, has reviewed powerful evidence from numerous fields and developed a set of Consensus Statements of Evidence affirming the interconnectedness of the social, emotional, and cognitive domains as the way in which all students learn.

"At this event, we released a document explaining these statements, which provide a foundation for moving the nation beyond the debate about whether schools should attend to students’ social and emotional development, to how we can integrate all of these domains into the mission and daily work of all schools. The event features:

Stephanie Jones, a professor at the Harvard Graduate School of Education
Camille Farrington, a senior research associate and managing director of the University of Chicago Consortium on School Research
Mary Helen Immordino-Yang, a professor of education, psychology, and neuroscience at the University of Southern California
Maurice Elias, a professor at Rutgers University and director of Rutgers’ Social-Emotional and Character Development Lab
Oscar Barbarin, a professor at the University of Maryland

 

"A subsequent panel weighs in on the implications of the statements for schools and communities from the perspectives of research, policy, practice, and philanthropy.

"Panelists include Antwan Wilson, chancellor of the District of Columbia Public Schools; Marc Brackett, director of the Yale Center for Emotional Intelligence and professor at the Yale Child Study Center; Zoe Stemm-Calderon, director of education at the Raikes Foundation; and Jim Balfanz, president of City Year."

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Developing Professional Relationships that Work :: Education Week

Developing Professional Relationships that Work :: Education Week | :: The 4th Era :: | Scoop.it
We must represent ourselves and what we stand for accurately. At any hint of duplicity, relationships immediately go south. Those of us who are called to teaching have an internal compass that leads us to our core values and beliefs. It is key to remain true to ourselves while also finding mutual understanding with others. The struggle is figuring out how to keep our "true north," while creating an environment where others can do likewise. Even teachers who are staunch Republicans and Democrats can successfully work together if they focus on their shared values instead of becoming divided over their differences.

These guiding principles empowered me to establish a harmonious relationship with my most recent supervisor. Over the course of the conferences and observations, we were able to cultivate a dynamic, learning-focused conversation about improving both my teaching practice and her supervisory skills. Although she has since moved on to another school, we remain in contact as trusted colleagues.

When I asked Principal Chapman what characteristics she would find in her education "dream team," she responded instantly that they would be "critical friends with a diverse array of skills and experiences." Critical friendships are sustained by authenticity, two-way trust, and mutual respect—all of which need to be intentionally initiated, activated, and cultivated.
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Honoring the Innocence of Black Girls :: Edutopia

Honoring the Innocence of Black Girls :: Edutopia | :: The 4th Era :: | Scoop.it
According to the recent report Girlhood Interrupted: The Erasure of Black Girls’ Childhood, black girls are seen as less innocent than white girls. Participants in the study documented in the report—adults of various racial and ethnic backgrounds and educational levels from across the U.S.—judged black girls, starting at age 5, to be older, to need less support, to know more about adult topics, to need less protection, and to be more sexually aware than white girls.

One consequence of this is that black girls are disciplined at twice the rate of white girls. Another is that black girls are less likely to have their questions honored in academic spaces, and a classroom that doesn’t recognize the innocence of a child cannot truly understand the child’s questions. A black girl’s questions are more likely to be considered tools of rebellion than of inquiry.
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Digital skills for life and work

Digital skills for life and work | :: The 4th Era :: | Scoop.it

"The report...highlights the emergence of a new global skills gap where gender, class, geography and age can have a huge impact on whether a person is able to harness new technologies or not. It also presents strategies for ensuring all groups of people can develop these skills."


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Alejandro Rodríguez's curator insight, October 10, 2:27 PM
Certainly, all the world around, everybody relies on technology more than they imagine or want. This is an interesting report to explore the challenges of this new reality.
Ralph Springett's curator insight, October 10, 2:36 PM
Supporting the development of digital skills is complex. Initiatives are often context specific and reliant on partnerships. In addition, the environment must be fertile for initiatives to flourish. Policy makers, education leaders, industry and the individual all have a role in equitable digital skills development.
How is it that you will contribute?
Willem Kuypers's curator insight, October 10, 4:15 PM
Quelques exemples de l'apprentissage à l'aide du numérique partout dans le monde.
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A Better Way to Match Teachers to Schools With Selected

A Better Way to Match Teachers to Schools With Selected | :: The 4th Era :: | Scoop.it
Selected is a New York-based educator employment startup founded by Waine Tam and Luis Pazmino. Tam describes the service as a dating app for teachers and schools that allows them to connect directly. Applicants just need to complete a basic questionnaire to create an online profile. The service then uses a matching algorithm that scans the NYC School Survey database of over a million teachers, students, parents, and staff to provide a list of the best choices for both schools and prospective teachers. Candidates can choose to apply to any of the schools through a single common application, saving significant time and cutting down on job search tedium
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Why Flipped Learning Is Still Going Strong 10 Years Later - EdSurge News

Why Flipped Learning Is Still Going Strong 10 Years Later  - EdSurge News | :: The 4th Era :: | Scoop.it

Description by EdSurge

 

"To mark the 10th anniversary of the flipped classroom, EdSurge caught up with Sal Khan, Jon Bergmann, Aaron Sams and more to find out what’s made the model such a global success. Discover whether the secret is in the videos after all, or in the active learning that flipping helps foster in the classroom."

 

Jim Lerman's insight:

Informative update.

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Modern Learning: Re-Discovering the Transformative Promise of Educational Technology | Steve Hargadon

Modern Learning: Re-Discovering the Transformative Promise of Educational Technology | Steve Hargadon | :: The 4th Era :: | Scoop.it
Today I've released a report that was funded by Acer Education and which attempts to synthesize the answers to three key questions about technology and learning which were part of a longer 2017 survey which was sent to the members of several online educational networks that are part of my Learning Revolution project.


The three survey questions for which the answers form the basis of the report are:
  • When do you believe technology enhances learning, and when do you believe it does not?
  • How has technology impacted your own learning?
  • Does your school, library, or organization have a specific learning philosophy that guides ed-tech purchases and implementation? If yes, what is that philosophy?

More than 450 responses were received (those that agreed for their answers to be shared publicly can be seen at modernlearning.com). This was not a scientific or statistically-rigorous process, but rather an attempt to find and highlight common-sense observations about the use of technology in teaching and learning. As such, I am hopeful that it might provide a springboard for those looking to clarify thinking, and to help guide organizations, in discussions and decisions about educational technology.

My conclusion from the survey responses is not only that real benefits exist from ed tech, but that there is good evidence that they are, and can be, as transformative as we might hope. The report attempts to create a framework for highlighting where this is true and where it may not be, hopefully in a way that can facilitate open conversations by those at all levels of the education process (especially including parents and students). This task feels eminently urgent and important, because without such clarity, the potential for real change is significantly diminished, or may only be possible with some innovation that is so disruptive that it overturns the education system as we know it.

Thank you for your attention, 

Steve Hargadon
 
Jim Lerman's insight:
I received the above text in an email from Mr. Hargadon today. The report is well worth reading.
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With Toronto, Alphabet looks to revolutionize city-building

With Toronto, Alphabet looks to revolutionize city-building | :: The 4th Era :: | Scoop.it

" Inc. is best known for its signature product, the Google search engine. But it is useful to think of it as a company that builds platforms – software that serves as a foundation for a growing array of technologies and services that people use every day.

"With the announcement on Tuesday that its subsidiary Sidewalk Labs would develop a whole new district of Toronto as a working model of a new type of smart city, it's no stretch to say the company is trying to build a platform for the construction and organization of cities.

"Indeed, a 2016 video that presented some of the ideas behind Sidewalk Labs was titled Reimagining the City as a Digital Platform. Sidewalk's chief operating officer, Anand Babu – who comes from Google's machine-learning division (software, AI) – describes a future of city design through which "digital technologies become a peer with concrete and with laws and regulation and taxes."

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Interactive VR Offers the Ideal Platform for Soft Skills Training in Human Resources | LinkedIn

Interactive VR Offers the Ideal Platform for Soft Skills Training in Human Resources | LinkedIn | :: The 4th Era :: | Scoop.it
the best way to train soft skills is to use immediate feedback training. This is the foundation of interactive VR. The idea is to learn by doing. One must be immersed in realistic settings in which verbal and non-verbal cues are present and conversation and interpersonal interaction follows. The training occurs by placing individuals in situations in which their ability to show empathy, to embrace diversity and to avoid bias can be evaluated in real-time. From a brain-based perspective, immediate feedback training targets the basal ganglia learning system. This system learns through “physical repetition”.
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Why Creativity?

Why Creativity? | :: The 4th Era :: | Scoop.it
The second reason we may see limited or no creativity in the process of teaching and learning is the focus on reaching targets. To be more precise the single focus on reaching a target that prevents us doing something different. Doing only that which is already being or has been done (despite success or the lack of it) to achieve the target is a real problem.

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Nik Peachey's curator insight, October 7, 12:41 AM

A thoughtful essay.

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MindRocket Media Group Announces Acquisition of American ED TV

MindRocket Media Group Announces Acquisition of American ED TV | :: The 4th Era :: | Scoop.it

"MindRocket Media Group, the comprehensive multi-channel public relations and editorial firm, has announced the acquisition of American ED TV, the first television media company focused on American education. MindRocket will soon begin production on original television content to be broadcast into more than 70 million U.S. homes through local broadcast affiliates. The American ED TV team, led by its co-founders, Matt Cacciato, Emmy Award-winning executive producer Fred Cambria and Emmy- and Peabody Award-winning anchor Jack Ford, adds invaluable television industry experience and expertise to MindRocket’s media production capabilities, strengthening the firm’s positioning as the premier thought leadership and content provider in the education industry.


"The first program to begin production will be The Jack Ford Report, a 60-minute syndicated broadcast, digital, and on-demand education news program that will bring the real issues of education into 70 million homes―including the top 10 U.S. media markets―each week. The report will look at every factor contributing to student and educator success, including the latest in instructional strategies, curriculum enhancements, developments in education technology, and more. This news program will be hosted by Ford, a 30-year news veteran whose on-camera work has included time at NBC, CBS, ABC, ESPN, and Court TV."

 

Jim Lerman's insight:

This could be what I think is a first: a nationwide,  multi-media network (of sorts), dedicated to education. Let's hope they do a great job of separating the wheat from the chaff.

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Understanding Teacher Turnover: Why It Matters and What We Can Do About It :: press conference and panel discussion

Understanding Teacher Turnover: Why It Matters and What We Can Do About It :: press conference and panel discussion | :: The 4th Era :: | Scoop.it
As students return to school this year, many of them, particularly those from historically underserved groups, are entering one of the more than 100,000 classrooms across the country staffed by an educator who is not fully prepared to teach. Widespread teacher shortages have resulted in difficulty hiring qualified teachers, cancellations of courses, and increased class sizes. While shortages draw attention to recruiting more teachers, 90% of nationwide demand for new teacher hires is actually created by teachers leaving the profession. Reducing teacher turnover—both teachers leaving the profession and those leaving particular schools and districts—can go a long way toward solving shortages.

At this forum new data on the extent, nature, and cost of teacher turnover was presented, and recommendations offered for addressing the issue, including evidence-based policies at the federal, state, and local levels to create a strong pipeline into the profession and provide ongoing support to increase retention.

 

Jim Lerman's insight:

 

This webpage contains links to the full report, a slide deck that provides highlights of the report, video of 2 panel presentations about the report, and more.

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Teacher Turnover: Why It Matters and What We Can Do About It

Teacher Turnover: Why It Matters and What We Can Do About It | :: The 4th Era :: | Scoop.it
When students return to school this year, many will enter one of the more than 100,000 classrooms across the country staffed by an instructor who is not fully qualified to teach. This is because many districts, facing ongoing teacher shortages, are hiring underqualified candidates to fill vacancies. While shortages tend to draw attention to recruitment issues, this report finds that 90% of open teaching positions are created by teachers who leave the profession. Some are retiring, but about 2/3 of teachers leave for other reasons, most due to dissatisfactions with teaching. Teacher attrition in the United States is about twice as high as in high-achieving jurisdictions like Finland, Singapore, and Ontario, Canada.

Addressing early attrition is critical to stemming the country's continuing teacher shortage crisis. It is also important for school effectiveness. The cost of attrition to student learning and district budgets is significant. Teachers are the number one in-school influence on student achievement. Research finds that high rates of turnover harm student achievement. In high-turnover schools, the inexperienced and underqualified teachers often hired to fill empty spots also have a negative impact on student learning. Financially, the report estimates that each teacher who leaves, on average, can cost as much as $20,000 in an urban district.
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Research Illuminates the Path Forward for SEL

Research Illuminates the Path Forward for SEL | :: The 4th Era :: | Scoop.it

"Given the abundance of attention being paid to Social, Emotional and Academic Development (SEAD) and Social and Emotional Learning (SEL) in general, it’s only appropriate that the path forward be guided by research.

While some may put SEL and SEAD solely in the “soft skills” category of education initiatives, the benefits extend far beyond anything “soft.” The results are real — and the data speaks for itself.

A cost-benefit analysis of SEL interventions revealed a positive return on the investment averaging $11 in long term benefits for every $1 invested.

About a year ago, the Aspen Institute launched the National Commission on Social, Emotional, and Academic Development (NCSEAD) which is co-chaired by Linda Darling-Hammond, John Engler and Tim Shriver. The Commission is overseen by Aspen’s Jacqueline Jodl and, working closely with CASEL and many others, seeks to build consensus around a lexicon, metrics and strategies for SEL."

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Pedagogy Unbound

Pedagogy Unbound | :: The 4th Era :: | Scoop.it

Via The Scout Report

 

"David Gooblar, a lecturer in the Rhetoric Department at the University of Iowa, launched Pedagogy Unbound in 2013 in order to provide a space for college instructors to discuss and share ideas about curriculum, instruction, and pedagogy in higher education. Gooblar also authors a column by the same name for the Chronicle of Higher Education's Vitae. On this website, visitors can access a number of teaching ideas and tips submitted by Gooblar and other contributors. These tips are organized into categories such as Academic Honesty, Online and Hybrid Courses, Using Technology, and Making Better Writers. Some of these tips include citations for those interested in reading more. College-level instructors are invited to submit their own tips to this growing collection"

 

(There is no connection between the image above and the topics covered in the site Pedagogy Unbound; I just liked the image when I was searching for one.)

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Ending Old-School Nostalgia in Learning Spaces :: Heidi Hayes Jacobs

Ending Old-School Nostalgia in Learning Spaces :: Heidi Hayes Jacobs | :: The 4th Era :: | Scoop.it
Any space we enter elicits physical, psychological and behavioral responses. When we arrive at a sports stadium, theater or library, we anticipate a specific type of activity will take place. The same is true in school settings. In a U.S. News & World Report article titled “A Swivel Chair: The Most Important Classroom Technology?” Allie Bidwell notes that research “shows intentionally designed classrooms are positively correlated to student engagement, which can in turn improve student success.”

It seems short-sighted to argue that a great teacher should be able to engage learners in any kind of space when we know that expansive and responsive learning environments stimulate such a wide range of possibilities. That is why, in recent years, there has been a surge of interest by educators, communities and architects in dynamically reimagining what school looks like. As in any other field, it’s time for our profession to step back and rethink old habits.

From striking new buildings to boldly designed spaces to modest changes within the four walls of a classroom, educators are defying our antiquated notions of school, creating physical spaces that match the needs of learners. In some cases, teachers and students even work with landscape architects to create magnificent exterior spaces that incorporate the surrounding land and facilities.
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Moving from Silos and Burnout to Community and Engagement

Moving from Silos and Burnout to Community and Engagement | :: The 4th Era :: | Scoop.it
During my session at the 2017 Teaching Professor Conference, Moving from Silos and Burnout to Community and Engagement: Leveraging Faculty Learning Communities for Professional Development, those in attendance explored themes and structures at their own institutions of higher education that led toward burnout and isolation as well as those that promoted creativity and engagement. My goal was for us as academics to become more aware of the patterns in our communities that lead to faculty burnout and begin to engage in practices that promote engaged, vibrant, and creative campus communities. Toward that goal, I will summarize below what promotes burnout and then address how we can foster an engaged academic community. I invite you to reflect about your own institutions and identify how you might be able to contribute to creating a more engaged and creative academic community.
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Want Change In Education? Look Beyond The Usual Suspects (Like Finland)

Want Change In Education? Look Beyond The Usual Suspects (Like Finland) | :: The 4th Era :: | Scoop.it
In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent "tutor" who can hear what they are saying in Swahili and respond meaningfully.

In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children.

On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves.

These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread.
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Hone Your Emotional Intelligence Skills

Hone Your Emotional Intelligence Skills | :: The 4th Era :: | Scoop.it
EI Games was created with the philosophy that emotional intelligence is a skill critical to becoming a successful businessperson. Made for both schools and businesses, the learning platform turns entrepreneurial soft skill development into a game in order to make the content more salient and true to life than a training manual, PowerPoint, or text-based curriculum.

 

Jim Lerman's insight: 

While initially designed for the business sector, these simulated situations will also be useful to working with young adults as they plan to enter the workforce or focus on honing their 21st century skills.

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TEACHER VOICE: Six ways to build a high-school internship program that changes low-income students’ lives - The Hechinger Report

TEACHER VOICE: Six ways to build a high-school internship program that changes low-income students’ lives - The Hechinger Report | :: The 4th Era :: | Scoop.it

"Far too many students are graduating high school without a clear plan for future — whether that’s college or career.
In fact, just 46 percent of high school students said their schools have helped them figure out which careers match their interests and abilities, according to survey data from the nonprofit YouthTruth.

 

"As the economic demand for high-skilled workers rises, high rates of unemployment among young people persist. This makes the transition to adulthood challenging for youth without meaningful work experience — especially those from low-income and disadvantaged backgrounds.

"Internship programs not only help at risk students connect the dots between work and school, but also empower them to visualize college and career pathways they previously thought were unattainable. While internships are on the rise in many high schools across America, the programs — and in turn, the results — vary greatly from district to district."

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