Recently Juho Kim, a Ph.D. student at MIT, Rob Rubin, the VP of Engineering at edX, and Philip J. Guo from the University of Rochester How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos at the ACM Conference on Learning at Scale (L@S).
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:: The 4th Era ::
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Impact of the internet age on human culture and K-20 education policy/administration
Curated by
Jim Lerman
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Abstract: 
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The basic cognitive skills needed by previous generations are no longer enough. Students in the conceptual age must also master the higher levels of Bloom’s Taxonomy and Maslow’s hierarchy of needs, including creation, metacognition and self-actualization.
ChristopherBell's curator insight,
January 14, 2015 7:33 PM
This is very timely for us at International School Bangkok as we are re-visiting curriculum and technology integrations. Just had to share this infographic from ISTE. 
Ricard Garcia's curator insight,
February 12, 2015 2:24 AM
How to implement a new classroom and learning paradigm: A nice outline
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Deanna Dahlsad's curator insight,
October 15, 2013 3:59 PM
Robin Good of Content Curation World breaks the findings down thus: a) what people curate as relevant is not generally among the top ranked results according to popular metrics. Good stuff is not the same as what is considered normally popular or authoritative stuff. b) content curation allows a community to synchronize around specific issues and subjects (as anticipated by Clay Shirky) c) better and more appreciated curation is of the "structured" kind, providing additional info, meta-data and categorization. d) curators that are highly appreciated are characterized by consistent activity and by a variety of interests (or viewpoints under the same theme) that they are capable to cover. This is rather my experience; however, I usually explain it to my clients this way: a) You can be doing an excellent job, but never receive the recognition, popularity, or traffic you deserve.That doesn't mean you won't be appreciated greatly by the smaller group of people who do find/read your curated works. b) No matter the popularity of your curation, you can build and have conversations -- but remember, community cultivation not only requires additional time, but a different skill set. c) If you're going to do it, do it well. Use tools, such as labels and tags, and *always* provide context as well as proper credits and links. d) Consistent activity is nearly as important as showing some personality along with your knowledge. Your topic may be narrowly focused, but offer additional topics and information about you personally (not just professionally) so that people get a sense of you. 
Carmenne Kalyaniwala's curator insight,
October 16, 2013 2:17 AM
A research paper by Zhong, Shah, Sundaravadivelan and Sastry, King's college London, 2013 
AnneMarie Cunningham's curator insight,
October 17, 2013 8:28 AM
See the excellent notes from Robin Good below. Interesting to see more work emerging in this field.
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Part 3 - Insights and Lessons Learned from the Student’s Perspective This is the third part in the series we've run this week from Franklin Academy Principal Via Beth Dichter
Beth Dichter's curator insight,
July 18, 2013 10:38 AM
This is the last of a series of three posts that looked at "teaching and learning with an iPad." This post looks at if from a student perspective and discusses three lessons learned (as well as providing data from this 3-year study). The three lessons discussed are: * Lesson 1: Organization * Lesson 2: Timely Workflow and Communication * Lesson 3: Information Access Access to Part 1 and Part 2 of this series are available at the end of the post. Part 1 look at the lessons learned from the viewpoint of an administrator. The three lessons discusses in this post are: * Lesson 2: Staff Development and Support * Lesson 3: Be A Model Part 2 of the series explored the viewpoint from a teachers perspective. The three lessons in this post discussed: * Lesson 1: Change of Habit * Lesson 2: Success is in the Support * Lesson 3: 1:1 iPads Changing Students Performance For those whom may be pushing out iPads this year or for those using iPads the information in these 3 posts is valuable, esp. since it covers a 3-year period and the perspectives of the 3 key parties involved.
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Purpose/Objective/Research Question/Focus of Study: To better understand how to support secondary teachers’ engagement in collaborative inquiry, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. This research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle.
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Beth Dichter's curator insight,
January 31, 2013 10:18 PM
What would happen if education shifted away from the cohort system that is used to one based on competency? This report looks at this issue in depth. The page that is linked to includes a full report, an executive summary, a link to the infographic (of which part is shown here), and a link to download the infographic. Perhaps the first question to ask is what is competency education? "CompetencyWorks defines competency education as a system of education, often referred to as proficiency or mastery based, in which students advance upon mastery. Competencies include explicit, measurable, transferable learning objectives that empower students. Assessment is meaningful and serves as a positive learning experience for students. Students receive timely, differentiated support tailored to their individual learning needs. Learning outcomes include the application and creation of knowledge, along with the development of important skills and dispositions." For a quick overview check out the infographic, which discusses: * Why Competency? * 10 Design Choices * 10 New Capabilities of a Competency-Aligned System * What Does Competency Education Mean for Students?
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We've needed a strong pedagogical framework for digital tools since the introduction of technology into education. Hopefully this helps. Via Ana Cristina Pratas, Louise Robinson-Lay, Ken Morrison
Louise Robinson-Lay's comment,
December 23, 2012 8:26 PM
Thank you, we all need to move between frameworks.
Dolly Bhasin 's curator insight,
December 27, 2012 3:10 AM
The framework is based on a distinction between a monological, a dialogical, and a polyphonic form of teaching. The three forms of teaching can be distinguished by their different perceptions of how learning takes place, and by their different perceptions of the relations between subject matter, teacher and student. By considering which form of teaching one wants to practice, one may, on the basis of the pedagogical framework, assess whether it would be appropriate to use a specific tool in teaching. 
Alfredo Corell's curator insight,
December 27, 2012 6:44 PM
changing among 4 different frameworks - interesting and short reading
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Abstract Whilst some critics may argue that games have no place in the classroom, in this article I argue that student achievement can benefit from building on the technology skill of the young people, allowing them to address real-life challenges within the safety of the virtual worlds of games. The young people of today play video games for entertainment and relaxation, and they are skillful at manipulating the virtual worlds that they inhabit during the games. Examples from classroom research illustrate how the use of video games in teaching and learning has the potential to change the way that we teach and improve the learning outcomes for the students by enabling them to experience real life examples. Teachers can harness these experiences and interests to engage and motivate students by taking advantage of the dynamic and interactive features of these digital games, thus enabling engagement in learning activities. This article highlights some of the issues and challenges facing teachers considering the use of game based learning in their classroom.
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Walk the halls of nearly any school and you are certain to find projects that, though colorful and well-intended, are either plagiarized directly from sources or are filled with regurgitated facts formed into the shapes of paragraphs. Even more concerning, walk up to any of the creators of those posters or essays or booklets and ask, “Can you tell me about your topic?” and a great percentage of them will look at you as if you are out of your mind (imagine a typical pre-teen look of disgust here). Via Mel Riddile
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In the video below, Justin Reich describes the ability of online learning environments to record and retain real-time learning interactions between teachers, students and peers, and to open up possibilities for new forms of K-12 assessment. Here are just a few highlights from the video, but the full interview (below) is flush with analytical insights from this former social studies teacher.
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In his influential book Visible Learning, John Hattie presents his synthesis of over 800 meta-analysis papers of impacts upon student achievement. On a number of occasions teachers and teacher-librarians have told me that when they have advocated for inquiry learning approaches at their school, their senior administrators have not been supportive, citing Hattie’s research as showing that… Via Mark E. Deschaine, PhD, Sarantis Chelmis, Jim Lerman
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Here are new additions to The Best Resources For Helping Teens Learn About The Importance Of Sleep (you can also find ideas there on how I use this kind of research in lessons): Starting school lat… Via Tom D'Amico (@TDOttawa) , Yashy Tohsaku, Jim Lerman
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By: Maryellen Weimer, PhD in Teaching Professor Blog -
It’s that time of the year when everybody is doing their “Best of 2014” lists, and I have one of my own that I’ve been wanting to do for some time now.
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Key data points on mobile technology from the Pew Research Center's Internet & American Life Project
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From
spigot
"We aggregate news, research, opinion and info for those working at the intersection of learning, technology, and youth.
Jim Lerman's curator insight,
August 5, 2013 1:43 AM
A great resource that I'm just beginning to dig into. Make sure to check it out if the description above appeals to or interests you.
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A picture is worth a thousand words, and Californian digital marketing agency, Bixa Media, have illustrated (pun intended) by creating an infographic about the importance of… well, infographics.
Based on the company’s research and insights, they found that visual data is absorbed 60,000x faster than text and people will only read about 20% of the text on a page. Via Lauren Moss
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Katrina A. Meyer
Abstract
This article presents information drawn from research on brain processes that impact perception, memory, learning, and understandings about the world. This information is related to the use of interactive video and the Web in distance education through a discussion of how best to enhance learning - or mitigate problems caused - through the use of these technologies.
Patricia LeClaire's comment,
April 11, 2013 11:25 AM
Developing trust and reciprocal awareness among virtual student teams is essential in effective group formation and performance - particularly in short-duration, high-stakes projects.
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A visual history of human sensemaking, from cave paintings to the world wide web.
100 Diagrams That Changed the World by investigative journalist and documentarian Scott Christianson chronicles the history of our evolving understanding of the world through humanity’s most groundbreaking sketches, illustrations, and drawings, ranging from cave paintings to The Rosetta Stone to Moses Harris’s color wheel to Tim Berners-Lee’s flowchart for a “mesh” information management system, the original blueprint for the world wide web. But most noteworthy of all is the way in which these diagrams bespeak an essential part of culture — the awareness that everything builds on what came before, that creativity is combinational, and that the most radical innovations harness the cross-pollination of disciplines. Via Lauren Moss
Patrizia Bertini's curator insight,
December 30, 2012 5:59 AM
I see! - goes together with embodied cognition? It seems so... Infographics as a key? 
bancoideas's curator insight,
December 30, 2012 9:28 AM
Ideas acerca de las ideas que tenemos sobte nosotros/as mismos/as y el mundo que co-construimos 
Denise Eler's curator insight,
June 30, 2015 7:26 PM
Quando um gestor pede que uma apresentação de 80 slides seja condensada em 3 slides, ou uma página A3, não tenha dúvida: isto vai exigir de você mais que capacidade de síntese textual. Pensar visualmente, especialmente, criando diagramas é uma competência valiosa. Vejo isso durante meus cursos e vivência com profissionais das mais variadas indústrias. A boa notícia é que dá para aprender ;)
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This book can be downloaded in PDF format. This is an award winning collectin of articles! Via Константин, Rui Guimarães Lima
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The meaningful integration of technology in teaching and learning is consistently called for in all sectors of education. Recently it has appeared as a key tenet for achieving what has been termed as personalising learning. Personalising learning, a concept that addresses a range of current best-practice approaches with an added emphasis on ICT and the voice of individual learners, is becoming more prevalent in both general discussion, and in some countries, in policy regarding education.
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Designing and Orchestrating Online Discussions
David L. Baker
Abstract
This author’s position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author’s ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback.
Keywords: Asynchronous learning; distance learning, online pedagogy, online groups; online discussions; and discussion assessment.
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Interesantes resultados y recomendaciones que surgen de un estudio realizado a partir del análisis de la data recogida de la observación de 6.9 millones de sesiones de videos por parte de estudiantes de cuatro cursos edX y de entrevistas con equipos de producción de dichos videos. Se midió el nivel de interés (engagement) que estos videos provocaron en los estudiantes de manera indirecta a través del tiempo en que estos permanecían observando el video. Aún cuando esta no es ni siquiera una buena medida para comprender el impacto de estos contenidos multimedia en el aprendizaje de los alumnos, el estudio brinda algunas interesantes luces sobre como deben producirse estos videos para fines educativos y conseguir al menos que los estudiantes no se aburran rápidamente con ellos.