A new Project Information Literacy report by the ever-curious researcher, Alison Head, has just been published, the first in a new “practitioner’s series.”  Planning and Designing Academic Library Learning Spaces involved interviewing 49 librarians, architects, and consultants involved in 22 library construction projects that were completed between 2011 and 2016. The research probes how these three parties negotiate their values and incorporate them into designs, what kinds of learning are these new and renovated spaces meant to support, and what best practices (and worst practices) might inform libraries embarking on a renovation..
Digital Literacy: An NMC Horizon Project Strategic Brief was commissioned by Adobe Systems to explore an increasingly pressing challenge for United States higher education institutions: advancing digital literacy among students and faculty. As technology is rapidly proliferating and becoming more ubiquitous in people’s daily lives, colleges and universities have become more adept at integrating it into every facet of campus life to enhance course design, course materials, and interactions between learners and instructors.1 While the first wave of campus technology, such as learning management systems, supported one-way communication from the institution or instructor to students, the latest incarnation of educational technology emphasizes two-way communication along with content creation — cornerstones of digital literacy.
What is professional development? It is pretty much anything that helps one develop professionally. At the heart, professional development is about growth and learning. In the field of education, it seems like many quickly think of educational opportunities that mimic what they see in their schools. As a result, they turn professional learning and education into schooling. The problem with that is that schooling is too limiting. In this age, there are many other exciting and high-impact learning opportunities for teachers that extend beyond traditional notions of schooling. When we hear the phrase “professional development,” certain practices likely come to mind, things like in-services and conferences. In the digital age, there are countless other opportunities for professional development and restricting one’s thoughts to just a few options limits our insight into what is possible for our students. With that in mind, here is a brainstorm of 20 options available to educators today. This is far from an exhaustive list, but it is enough to start exploring the possibilities. Feel free to suggest others in a comment to this post.
Learn more:
Professional Development: WHY EDUcators And TEACHers Can’t Catch UP THAT Quickly AND How-To Change It
LEARNing To LEARN For MY Professional Development | I Did It MY Way
Professional development for teachers themselves, as personalities, adult people, universally, independently from schooling is very interesting idea, humanistic , and useful for school eventually
This event explores a pressing challenge for higher education institutions across the world: advancing digital literacy among students and faculty. As technology use is proliferating and becoming more ubiquitous in people’s daily lives, colleges and universities have become more adept at integrating it into every facet of campus life to enhance course design, course materials, and interactions between learners and educators. However, simply knowing how to use the tools does not solve the challenge. Education professionals must be able to tie the use of digital tools to progressive pedagogies and deeper learning outcomes to equip students with 21st century skills that help them flourish in college life and in their careers. Identifying and implementing effective frameworks is paramount, and a number of organizations and institutions are leading the way. Hear from an international panel of experts on their perspectives on digital literacy, the biggest challenges associated with advancing it, and recommendations for developing successful digital literacy initiatives.
Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.
"In our schools, “the emphasis is on what students need to learn, whereas little emphasis—if any—is placed on training students how they should go about learning the content and what skills will promote efficient studying to support robust learning,”
En vez de enseñar cosas que ya están accesibles en las redes, las escuelas y universidades deberían practicar la diversidad de formatos de aprendicaje posibles. Ya no es tan importante formar personas intelectuales que sepan de memoria datos declarativos, sino profesionales que tengan capacidades para el aprendizaje autónomo. Hoy día es más importante tener la capacidad de desaprender lo innecesario y reaprender lo que es verdaderamente esencial en el siglo 21.
The new report Innovating Pedagogy 2016: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers from The Open University highlights ten trends that may impact education over the next decade. These include Design Thinking, Productive Failure, Formative Analytics and Translanguaging. The report also presents evidence to inform decisions about which pedagogies to adopt.
This article provides meaningful information since translanguaging is impacting education. With the correct use of this strategy teachers can creat safety and challenging places for foreing learners. Students feel comfortable when their teachers use their native language so they feel they can carry out any activity; hence, a good learning environment will be stablished.
“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.”
Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen.
His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking.
this article talks about the importance of how children think and learn. the author stresses on the fact that for better learning, students need to have a better structure for learning, hence the title. the author states students often do not have a good structure for thinking. students tend just to memorize things and don't know how to do deep learning. the author states that teachers only teach one part of this structure. which is thinking about thinking. the structre for better thinking is not only thinking about thinking though, there is more to it. the only part of it is to monitoring and directing thinking. " When a student is reading and stops to realize he’s not really understanding the meaning behind the words, that’s monitoring. And most powerfully, directing thinking happens when students can call upon specific thinking strategies to redirect or challenge their own thinking." monitoring is being able to check up on yourself and regulate your own learning and directing is when students can take charge of their learning and direct it to what works for them in their self learning. this article talks about the importance of deeper thinking and learning and then switches to how educators can help with the process. i chose this article because i think that it is an important thing for students in K-12 grades. in my highschool, my graduating year, they had put in place a program called common core, which emphasizes this specific topic in student learning. sadly i was not able to partake in it however i do think that it is important for incoming students learn how to think and learn deeper.
I agree with what this article says and I consider that education in public schools in Colombia must have into account the theory and the strategies proposed by Ritchhart. It is very important teach students to think by themselves, to take decisions in their learning, to have critical thinking skills, is more useful and meaningful for their learning, that just provide information for them to memorize it. They would not know what to do with this information, and there will be no learning.
Maker education is currently a major trend in education. But just saying that one is doing Maker Education really doesn't define the teaching practices that an educator is using to facilitate it. Maker education takes on many forms. This post provides an overview of how maker education is being implemented based on the teaching practices…
Maker education is currently a major trend in education. But just saying that one is doing Maker Education really doesn't define the teaching practices that an educator is using to facilitate it. Maker education takes on many forms. This post provides an overview of how maker education is being implemented based on the teaching practices…
The promise of critical pedagogy lies in its capacity to change lives–our own and those of our students–as we try new ways of thinking and teaching that challenge systems of power that privilege some and not others. In the last ten years, critical pedagogy has moved from the margins to the center, most clearly in its influence on the new Framework for Information Literacy for Higher Education. Frames like Information has Value and Authority is Constructed have long been tenets of critical voices in the field, voices that can now be heard emanating from the center of our professional lives. And yet, critical approaches to teaching and learning face acute challenges from a higher education environment that increasingly values teaching and learning by the numbers, tying everything from accreditation to book budgets to quantifiable outcomes. In this talk, Emily Drabinski will explore these tensions and offer thoughts on how we can change the world while keeping our jobs.
Emily Drabinski is Associate Professor and Coordinator of Library Instruction at Long Island University, Brooklyn.
Student retention has come a long way from a simple conversation after class between student and teacher. Non-traditional students, especially online students that never set foot on the campus, can be
Today, a profound disconnect separates the needs of students and the models of higher education. Mobile connectivity has brought in virtual proximity to far-off places that shrinks physical distance; students can take classes wherever they have access to the internet.
Education scholars say youth are duped by sponsored content and don't always recognize political bias of social messages. When it comes to evaluating information that flows across social channels or pops up in a Google search, young and otherwise digital-savvy students can easily be duped, finds a new report from researchers at Stanford Graduate School of Education.
The report, released this week by the Stanford History Education Group (SHEG), shows a dismaying inability by students to reason about information they see on the Internet, the authors said. Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from.
What is professional development? It is pretty much anything that helps one develop professionally. At the heart, professional development is about growth and learning. In the field of education, it seems like many quickly think of educational opportunities that mimic what they see in their schools. As a result, they turn professional learning and education into schooling. The problem with that is that schooling is too limiting. In this age, there are many other exciting and high-impact learning opportunities for teachers that extend beyond traditional notions of schooling. When we hear the phrase “professional development,” certain practices likely come to mind, things like in-services and conferences. In the digital age, there are countless other opportunities for professional development and restricting one’s thoughts to just a few options limits our insight into what is possible for our students. With that in mind, here is a brainstorm of 20 options available to educators today. This is far from an exhaustive list, but it is enough to start exploring the possibilities. Feel free to suggest others in a comment to this post.
Learn more:
Professional Development: WHY EDUcators And TEACHers Can’t Catch UP THAT Quickly AND How-To Change It
LEARNing To LEARN For MY Professional Development | I Did It MY Way
Professional development for teachers themselves, as personalities, adult people, universally, independently from schooling is very interesting idea, humanistic , and useful for school eventually
Reimagining the Role of Technology in Higher Education a supplement to the 2016 National Educational Technology Plan (NETP), builds on the principles described in each of the NETP’s five sections—learning, teaching, leadership, assessment, and infrastructure—and examines them in the context of higher education. The supplement embraces the themes of lifelong learning, equity, and accessibility and …
With insight gathered from over 1,500 educators in the UK, we look at the current technologies, attitudes and trends shaping pedagogy. Download your copy of the report now and find out what UK teachers really think about edtech in schools.
It wouldn’t be the end of the year without a few top 10 lists. As we prepare to put 2016 in the rearview mirror, we’re offering up our own list, which goes to 11.
Throughout 2016, we published more than 200 articles. The articles covered a wide range of teaching and learning topics, including diversity and inclusion, critical thinking, peer feedback, assignment strategies, course design, flipped learning, online discussions, and grading policies.
Last year I published a 30 page document that I called The Practical Ed Tech Handbook. This week I spent some time revising that document and updating it the 2016-17 school year. The Practical Ed Tech Handbook isn't just a list of my favorite resources. I've included ideas for using these resources and in many cases I've included links to video tutorials about my favorite resources.
We may graduate from school, but we never stop learning. New jobs, new roles, new relationships: all require the acquisition of new knowledge. To stop learning is to stop improving.
Despite its importance, so many of us develop bad habits and faulty techniques that undermine our ability learn effectively, says Nate Kornell, an associate professor of cognitive psychology at Williams College who studies learning strategies.
Below, Kornell outlines three fundamental principles to learn by.
Thx Gust Mees! 3 Common mistakes we all make in Learning. My students often get caught at #1, Embrace discomfort, because they do not appreciate the key fact that "Effective Learning feels difficult". Cramming (#2) has never worked to help us retain learning; we must space and layer our practice. Finally, connect the learning to our lives and current knowledge.
We may graduate from school, but we never stop learning. New jobs, new roles, new relationships: all require the acquisition of new knowledge. To stop learning is to stop improving.
Despite its importance, so many of us develop bad habits and faulty techniques that undermine our ability learn effectively, says Nate Kornell, an associate professor of cognitive psychology at Williams College who studies learning strategies.
Below, Kornell outlines three fundamental principles to learn by.
Higher education leaders have shifted focus from reducing costs and driving efficiencies toward using technology to enhance competitive advantage and support emerging business models, and ultimately, the institution's main missions of education and research, according to research from Gartner, Inc.
YouTube is big. Really big. You just won’t believe how vastly hugely mindbogglingly big it is. I mean you may think Facebook Video is big, but that’s just peanuts to YouTube.
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