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Occupying one of the most lucrative job positions in the enterprise, data scientists must keep their skills fresh in the workplace. Here’s how.
With a 56% increase in US job openings within the past year, data scientists hold the title of the most promising job in America for 2019, according to a recent LinkedIn report. Data scientists have been gaining momentum in the tech world in the past decade, also topping Glassdoor’s list of the Best Jobs in America for the past four years.
Yesterday Mike Tholfsen Tweeted about Microsoft's Teacher Training Packs. Teacher Training Packs are collections of resources that are designed to help IT administrators, technology specialists, and curriculum directors lead professional development workshops centered around various Microsoft tools (most of which are completely free for educators).
In our digital age, social interactions are evolving as people increasingly turn to social media and other virtual spaces to connect. Researchers question if social media hurts or harms our ability to interact with one another, and so far the results are mixed. It is certain, however, that the internet has created new opportunities for connections and learning that otherwise wouldn’t have existed. This is especially true for professional development, where communities of practice grow networks of educators who come together to learn with, and from, their peers.
Welcome to the Teach-Learn-Lead™ Global Edu-library™ A curated epicenter of K-20 research, and professional development resources. Our mission is to connect you to remarkable people, events, and places along the educational continuum. Teach-Learn-Lead™ was founded in 2014 and dedicated to my heroes and heroines: teachers.
One of the best advantages of the Internet and web technologies is that they have levelled the educational playground making education and learning accessible to anyone anywhere in the world with a computer and Internet connection. Whether you want to pick up a foreign language or learn the basics of a craft from scratch, 'you Google it and you find it'.
Recent scholarly discussions about massive open online courses (MOOCs) highlight pedagogical and practical issues that separate MOOCs from other learning settings, especially how theories of learning translate to MOOC students’ motivation, participation, and performance. What is missing from these discussions is the purpose of the MOOC. We report a comparative study of two MOOCs that differ in educational purpose, but are similar in design. Our sample consisted of 983 students in a professional development MOOC, and 648 students in a MOOC focused on general interest. We first report differences between the two MOOCs, in terms of student demographics, achievement motivation, and participation. For each MOOC, we ran a two-stage regression analysis to determine the extent to which motivation variables (stage 1) and participation variables (stage 2) predicted performance. Patterns in demographic background and motivation differed in ways that were consistent with the MOOCs' purposes. Motivation and participation predicted performance, but this relationship differed between the two MOOCs and reflected the patterns of participation. Professional development motivation contributed to final grade in the professional development MOOC, but not the general interest MOOC. The findings have implications for how MOOC designers think about their target audience, and for students who aim for high final grades.
Harvard University professor Heather C. Hill says the “professional development system for teachers is, by all accounts, broken.” The question is how to overcome this for our most effective professional development as educators.
Studies show that teachers need to take part in programs providing at least 14 hours or more of professional learning in order for it to be effective. Frankly, these types of programs are few in number. Short-term professional development learning is on the rise, and we are seeing the impact it has on our educational system.
BloomBoard was founded in 2010 as a teacher coaching platform that would serve as a way to provide teachers with differentiated instruction. BloomBoards are curated by content area experts and cover a variety of topics from using Twitter for Professional Development to ways to teach math through music and everything in between. Each board has a manageable number of quality resources including blog posts, video, podcast, and websites. Each resource includes an explanation from the curator about why they included it on the board.
So, I got tagged in this provocation from Paul McGuire on Saturday afternoon. As bad luck would have it, I was in the middle of a huge day of yard maintenance, cleanup, winterizing, and so much more.
In my organisation I lead on providing CPD for a small team and providing meaningful, cost-effective opportunities for learning and gaining know how at a micro scale can be challenging. We’ve taken part in open online courses like Blended Learning Essentials and 23 things, we have a regular ‘show & tell’ slot at weekly team meetings, we take part in events and the networks we support and we sometimes have guests who share their work with us.
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The #OpenBlog19 challenge created by David Hopkins is sparking a series of posts where educators go on to challenge others to write a blog in answer to a given question. Steve Wheeler challenged me to write about 'What's wrong with education'.
My initial thought was that I would have much preferred talikng about what is good with education! There are so many good examples I'd love to share from the many educators I connect with online through Twitter, that have openly shared with others how they engage their students, how they co-learn togeher, how they experiment with innovative and creative approaches using Lego, social media, digital technology, post-its, role play and so much more.
Just like their students, teachers can benefit from gamified learning opportunities.
Via EDTECH@UTRGV
This year, MoodleNet has gone from idea to code. In fact, we’ll be launching a Minimum Viable Product in January 2019 to gather feedback from around a hundred testers. That process will start in the New Year. In a world of agile development, where speed-to-market is everything, why has it taken a year for MoodleNet to emerge? Hopefully, this post (and its many links) will help explain some of that. We agree with Abraham Lincoln’s philosophy when he said: “Give me six hours to chop down a tree and I will spend the first four sharpening the axe.” MoodleNet is a new open social media platform for educators, focused on professional development and open content. It aims to sustainably empower communities of educators to share and learn from each other to improve the...
I’ve been using the institutional partnership Coventry University has with Linkedin/Lynda.com and have been taking a few short, video-heavy courses to further my understanding in a few area. In light of this I took the opportunity to attend a ‘making the most of Lynda.com‘ course too, presided over by a LinkedIn representative and someone from the DMLL (Disruptive Media Learning Lab) here at Coventry.
Growth is essential to becoming an excellent leader in education. This growth is indispensable when it comes to major areas, like technology, especially because the information is always changing. You should be working hard to grow continuously into a more tech-savvy leader for the school. Unfortunately, many people aren’t sure where to start when it comes to becoming more educated on technology. They wind up falling behind because they didn’t prioritize learning all they could about the technology in their buildings.
Many educators in our DML network will be familiar with The National Writing Project (NWP), a 45-year-old professional development network, whose focus is on improving the teaching of writing across all grade levels. With close to 200 writing project sites spread throughout the U.S., the NWP network is within reach of thousands and thousand of teachers. But even with the reach and impact the network has on teachers and students, the NWP still seeks to improve access to their professional development communities. One of the challenges, particularly in rural areas, has been the difficulty for teachers to participate in a local site’s Summer Institute, which traditionally means coming to a university campus for 2-4 weeks in face-to-face gatherings.
Today we spent sometime going through our PD archive and pulled out these three resources to help teachers with their professional development. Each of these resources features a number of interesting materials (web tools, educational podcasts and books) that can directly or indirectly enhance your professional learning experience.
Why read books, book chapters, journal articles, and other scholarly work as part of your professional development? As a manager, why support and enable colleagues to do so? In this post I discuss some challenges for library managers and leaders in supporting deeper engagement with scholarly work, and some issues in the library profession more broadly with engagement with everything we term “theory”. To be clear, this is a personal reflection on experience not a systematic piece of research; and I am aware I speak from a position of privilege in various ways.
“When you listen to someone, it’s the most profound act of human respect.” -William Ury
I remember when I began my work as a professional developer and coach. It was the first time in my daily work where students were not my immediate focus. My interactions on a daily basis were with adults, and I realized that I wasn’t as prepared for this type of communication given my credentialing and my graduate studies.
I had a credential in how to teach students the subject of English, and what became increasingly clear was that I didn’t have a credential in how to work effectively with adults; and certainly didn’t have a background or an intentionally developed skillset on how to be an effective group member.
Teaching is hard.
And because it’s so important, we push ourselves–and are pushed by others–to be as close as we can be to perfect.
In public education, defined in terms and standards that it defines and measures itself by, perfect teaching means bringing every child to master every academic standard, then to be able to prove that mastery on a government-designed test.
In today’s fast-paced, tech-driven workplaces, professional development is no longer optional, and research shows that lifelong learning is becoming an economic imperative. For one thing, we’re living longer and working longer as a result. According to a report by the Foundation for Young Australians, a 15-year-old today can expect to have upwards of 17 jobs in five different industries over the course of their working life. With this in mind, workers can no longer rely solely on the skills gained in college for long-term career success.
As a teacher, continuing education is so important that most school districts require that teachers enroll in some form of coursework on a regular basis to keep their knowledge and skills fresh. And while those courses are essential, staying on top of the cutting edge of educational development is important as well.
Via Becky Roehrs
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Scoop.it!
