Emergent Practice
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Emergent Practice
Teaching and learning in a shifting landscape
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Rescooped by Alina Ghimpu-Hague from Education and Cultural Change
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:: Pindex :: -Pinterest for education

:: Pindex :: -Pinterest for education | Emergent Practice | Scoop.it

Pindex is a pinboard for learning. Collect and discover the best material. Love teaching. Love learning. 


Via Nik Peachey, Pierre Levy
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Polina Kuznetsova's curator insight, March 8, 2016 12:44 PM

This is a kind of Pinterest for learning. Enable you to curate courses from online materials of various kinds and award badges once students have completed the materials.

Character Minutes's curator insight, March 10, 2016 4:34 PM

This is a kind of Pinterest for learning. Enable you to curate courses from online materials of various kinds and award badges once students have completed the materials.

Sergei Polovin's curator insight, March 14, 2016 6:53 AM

This is a kind of Pinterest for learning. Enable you to curate courses from online materials of various kinds and award badges once students have completed the materials.

Rescooped by Alina Ghimpu-Hague from Digital Pedagogy, Critical Pedagogy, Hybrid Pedagogy, #digped
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Introducing Digital Humanities Work to Undergraduates: An Overview - Hybrid Pedagogy

Introducing Digital Humanities Work to Undergraduates: An Overview - Hybrid Pedagogy | Emergent Practice | Scoop.it
But while digital humanities may seem like an intimidating, exponentially growing field with varying ideas of “insiders” and “outsiders,” you and your students are all already digital humanists

Via Hybrid Pedagogy
Alina Ghimpu-Hague's insight:

Showcases 4  digital humanities projects suitable for classroom use at undergraduate level and suggests the widespread inclusion of such projects is hampered not by technical or pedagogical limitations, but merely by our reticence as teachers to engage with them.

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Rescooped by Alina Ghimpu-Hague from Education and Cultural Change
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A framework for interaction and cognitive engagement in connectivist learning contexts

A framework for interaction and cognitive engagement in connectivist learning contexts | Emergent Practice | Scoop.it
A framework for interaction and cognitive engagement in connectivist learning contexts

Via Ana Cristina Pratas, Pierre Levy
Alina Ghimpu-Hague's insight:

Aims to contribute to the construction of a more nuanced framework for connectivist practice by proposing a theoretical model that integrates two of connectivism's core concepts, Wayfinding Interaction and Sensemaking Interaction, with aspects of Bloom's revised taxonomy.

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Ana Cristina Pratas's curator insight, May 4, 2014 2:40 AM
Abstract

Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with motivation (Mahle, 2011; Wen-chi, et al., 2011), persistence (Tello, 2007; Joo, Lim, & Kim, 2011), deep learning (Offir, et al., 2008) and other components of effective learning. With the development of interactive technologies, and related connectivism learning theories (Siemens, 2005a; Downes, 2005), interaction theory has expanded to include interactions not only with human actors, but also with machines and digital artifacts. This paper explores the characteristics and principles of connectivist learning in an increasingly open and connected age. A theory building methodology is used to create a new theoretical model which we hope can be used by researchers and practitioners to examine and support multiple types of effective educational interactions. Inspired by the hierarchical model for instructional interaction (HMII) (Chen, 2004b) in distance learning, a framework for interaction and cognitive engagement in connectivist learning contexts has been constructed. Based on cognitive engagement theories, the interaction of connectivist learning is divided into four levels: operation interactionwayfinding interaction,sensemaking interaction, and innovation interaction. Connectivist learning is thus a networking and recursive process of these four levels of interaction.

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11 Essential Tools For Better Project-Based Learning

11 Essential Tools For Better Project-Based Learning | Emergent Practice | Scoop.it
Alina Ghimpu-Hague's insight:

An annotated list of resources useful for planning, researching, and creating small projects focused mainly on classroom presentations and audio-visual storytelling. Many of them are free, and most are very well suited to collaborative work.

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What Alt-Ac Can Do, and What It Can’t | Miriam Posner's Blog

What Alt-Ac Can Do, and What It Can’t | Miriam Posner's Blog | Emergent Practice | Scoop.it

I love my job, and I’m well-suited to it. But I do hope to give you pause as you consider what a university would look like if it were populated by many more people like me: flexible employees, carrying out a great deal of administrative work, whose time is managed by someone else, who do research when they can carve out the time, whose work belongs to someone else, and who have no voice in faculty governance. The picture begins to look a lot like a corporation.

Alina Ghimpu-Hague's insight:

Miriam Posner argues that, while alternative academic jobs can often drive innovation in the sector and can be very fulfilling on an individual level, they shold not be seen as a solution to either the current academic job crisis or to the funding crisis in universities on the grounds that these postions are usually assocated with high levels of academic disenfrachisement and with a lack of continuity - both of which are likely to undermine the quality of scholarly output in the long term should they become widespread.

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Decoding Digital Pedagogy, pt. 2: (Un)Mapping the Terrain | Digital Pedagogy | HYBRID PEDAGOGY

'[I]n the next 10 years, digital pedagogy will become (and already is to an extent) coterminous with pedagogy. We do not, after all, talk about chalkboard pedagogy, even though the chalkboard is one of the most advanced and revolutionary educational tools. Digital pedagogy is also becoming, for me, coterminous with critical pedagogy, given the degree to which the digital can function both as a tool for and an obstacle to liberation'

 

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The Pedagogy of Discovery: Enabling Free Range Learning presented by Emeritus Professor James C Taylor AM

The Pedagogy of Discovery: Enabling Free Range Learning presented by Emeritus Professor James C Taylor AM | Emergent Practice | Scoop.it
Alina Ghimpu-Hague's insight:

Creative Commons licensed, downloadable video presentation that argues in favour of encouraging students to pursue their own specific interests independently within the framework of a course's overall aims and objectives. Key to this approach is the availability of Open Educational Resources and the willingness to enage in self-directed social learning.

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CETIS Analytics Series: Analytics for Learning and Teaching « CETIS Publications

Alina Ghimpu-Hague's insight:

A JISC CETIS study focused on the use on analytics to inform predagogic and pastoral interventions designed to improve retention rates and attainment levels. While the authors are keen to stress that the choice of whether and how to use such tools is context-sensitive and requires careful consideration, they place even greater emphasis on the benefits of adopting an evidence-driven approach to supporting students.

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The language of Twitter: the rise of MFL teachers online

The language of Twitter: the rise of MFL teachers online | Emergent Practice | Scoop.it
Since spotting Twitter's power for connecting subject specialists, Joe Dale has been an ambassador of social networking. Here, he describes Twitter's impact on the MFL teaching community
Alina Ghimpu-Hague's insight:

Joe Dale describes the working methods of the "MFL Twitterati" grassroots group and argues that online resource-sharing and collaboration has had a positive impact on both staff development and student attainment.

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Oral historians and online spaces - OUPblog (blog)

Oral historians and online spaces - OUPblog (blog) | Emergent Practice | Scoop.it

"In November 2012, a thread appeared on the H-Net Oral history listserv with the enticing subject line “experimental uses of oral history.” Amid assorted student projects and artistic explorations, two projects in particular caught my eye: the VOCES Oral History Project and the Freedom Mosaic. As we work towards our upcoming special issue on Oral History in the Digital Age, I’ve been mulling over oral historians negotiate online spaces, and how the Internet and related advancing technologies can inspire, but also challenge the manner in which they share their scholarship. I believe the VOCES Oral History Project and the Freedom Mosaic offer two distinct paths historians may take in carving out online space, and raise an interesting issue regarding content versus aesthetics."

Alina Ghimpu-Hague's insight:

Caitlin Tyler Richards reviews two digital oral history projects and asks whether one should aim for discipline-specific consistency or for individuality in digital resource design.

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Online Learning: a Manifesto | Online Learning | HYBRID PEDAGOGY

Online Learning: a Manifesto | Online Learning | HYBRID PEDAGOGY | Emergent Practice | Scoop.it

"Much of the rhetoric currently being used against MOOCs is the same rhetoric that has been used against online learning since the 90s (and against distance education since the mid-1800s). There are important questions to be asked, such as how do MOOCs change the business models of higher education, or how do we maintain online the intimate and tailored experiences some of us create in the classroom, but these are not new questions. What I find exciting aboutthe rise of the MOOC is that it brings with it a new level of investment in discussions of online learning. This isn't to say that MOOCs are necessarily good or bad (they are, in fact, a lot of different things, depending on the MOOC), but to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak."

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It's Official: Using Twitter Makes Students More Engaged - Edudemic

It's Official: Using Twitter Makes Students More Engaged - Edudemic | Emergent Practice | Scoop.it

"Assistant Professor of Education at Michigan State University, Christine Greenhow, conducted a study titled “Twitteracy: Tweeting is a New Literary Practice.” In it, she found that college students who tweet as part of their instruction are more engaged with the course content, the teacher, other students, and they have higher grades."

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Rescooped by Alina Ghimpu-Hague from Digital Pedagogy, Critical Pedagogy, Hybrid Pedagogy, #digped
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A Safe Space for Dangerous Ideas; a Dangerous Space for Safe Thinking

A Safe Space for Dangerous Ideas; a Dangerous Space for Safe Thinking | Emergent Practice | Scoop.it

"Too many of us are already overworked, underpaid, and contingent, and additional demands to simultaneously protect our students from and expose them to the world’s ills can feel impossible and unfair. [...]. Now more than ever it is unclear what our responsibilities are, how they change depending on the learning environment, and what the consequences will be for failing to meet them."


Via Hybrid Pedagogy
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Rescooped by Alina Ghimpu-Hague from Educational Technology, E-Learning & Pedagogy
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2 Student Beliefs That Can Change Everything

2 Student Beliefs That Can Change Everything | Emergent Practice | Scoop.it

A vital take-away from the Gallup work is that education must be re-designed for better personalization of learning and, more specifically, positive reinforcement for individual students – based on the kind of feedback discussed in my previous post, in relation to authentic work. [...] You can’t just give feedback on typical tests of content knowledge and think that this will greatly improve engagement and achievement.


Via Dean J. Fusto, Tim Scholze
Alina Ghimpu-Hague's insight:

Argues in favour of a model for secondary education that incorporates practices most commonly associated with college teaching - e.g., using mentoring techniques, and allowing students to "major" in certain self-selected subjects best suited to their strengths. The latter idea is described in terms that sound very similar to the way secondary education operates in the UK; it would be very interesting to explore this issue further in light of the relatively recent emphasis in Britain on wider-ranging student performance indicators such as the English Baccalaureate.

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Ivon Prefontaine, PhD's curator insight, April 22, 2014 10:49 PM

I hope every student has more than one teacher who makes them excited about their learning. One is not enough.

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How A Simple Checklist Can Improve Learning

How A Simple Checklist Can Improve Learning | Emergent Practice | Scoop.it

From reminding us of what to pack for a trip to helping doctors perform surgery, checklists are crucial for projects that require sequential steps or a series of tasks. As Atul Gawande points out in his book “Checklist Manifesto,” checklists break down complex tasks and also ensure consistency and efficiency if more than one person is working on a project. If checklists are so effective for airline pilots, skyscraper construction teams, and heart surgeons, why shouldn’t students use them as well?

Alina Ghimpu-Hague's insight:

Draws on work by Atul Gawande and Kathleen Dudden Rowlands to argue in favour of using checklists to scaffold learning, and provides a a short annotated list of mobile apps and web-based resources for creating bespoke checklists.

 

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10 Pros And Cons Of A Flipped Classroom

10 Pros And Cons Of A Flipped Classroom | Emergent Practice | Scoop.it
Alina Ghimpu-Hague's insight:

A balanced look at the advantages and disadvantages of flipping the traditional classroom that reinforces the view that the success of the model is highly dependent on the students' ability and willigness to self-monitor and self-direct. The piece acknowledges the significant benefits increased autonomy can offer to motivated learners, but warns that it may not be the best fitting solution when the teaching and learning needs to focus on preparing for standardised tests. Furthermore, while a flipped classroom can improve accessibility and can lead to a more efficient use of time, it also runs the risk of deepening the digital divide.

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EdShare Extensions

"EdShare is a set of extentions to EPrints which create rich content teaching and learning repositories with a Web 2.0 twist. The goal of the software is to make it trivial to create, share and remix everyday teaching materials in a collaborative environment. Both EdShare and EPrints are open source and designed to be easily customisable to your individual needs."

Alina Ghimpu-Hague's insight:

University of Southampton based project that aims to disrupt the traditional view of the repository as archive and redefine it as a flexible, collaborative space of continuous engagement with the resources it contains. The focus is on sharing reusable, reconfigurable content, and the project itself is open source.

 

Key features include: in-page content previews, a focus on collections and tags rather than on complex metadata, permanent URLs, user profile pages that include activity aggregators, and the facility to add public comments and personal notes.

 

 

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Decoding Digital Pedagogy, pt. 1: Beyond the LMS | Digital Pedagogy | HYBRID PEDAGOGY

Decoding Digital Pedagogy, pt. 1: Beyond the LMS | Digital Pedagogy | HYBRID PEDAGOGY | Emergent Practice | Scoop.it

'The invention of the LMS (Learning Management System) was a mistake. And here I'm not going to make the same frustrated argument made numerous times before now that LMSs are limiting structures, that their interface and functionalities control how teachers teach online (although those things are true). The LMS was a mistake because it was premature. In a world that was just waking up to the Internet and the possibility of widely-networked culture, the LMS played to the lowest common denominator, creating a "classroom" that allowed learning -- or something like learning -- to happen behind tabs, in threaded discussions, and through automated quizzes. The LMS was not a creative decision, it was not pushing the capabilities of the Internet, it was settling for the least innovative classroom practice and repositioning that digitally.'

 

 

Alina Ghimpu-Hague's insight:

Highly engaging, rigurously constructed argument against the pedagogical status quo in blended education.

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CETIS Analytics Series: Legal, Risk and Ethical Aspects of Analytics in Higher Education « CETIS Publications

"This paper in the CETIS Analytics series covers legal, ethical and related management issues surrounding analytics in the context of teaching, learning and research and their underlying business processes. It is based on current UK law, set in the context of publicly funded Further and Higher Education and their mission. With a primary focus on personal data, it considers the rights and expectations of the data subjects (students, researchers, employees) and the responsibilities of institutions, above campus services, suppliers and funders."

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Philosophy professor pushes students to tweet in class - Hamilton Spectator

Philosophy professor pushes students to tweet in class - Hamilton Spectator | Emergent Practice | Scoop.it

"Jordan Shapiro’s class last week delved into a weighty discussion of Plato’s allegory of the cave and shifting perceptions of reality.

Front and centre on the classroom wall behind him flashed a constantly shifting series of posts on Twitter, all under the class hashtag of #Mosaic1.

[...]

Shapiro’s Temple University classroom is definitely not the norm in academia, but it could be a harbinger of the future."

 

Alina Ghimpu-Hague's insight:

The most interesting thing here is not the news itself, but the evidence it offers that, while some students and staff consider social media to be a source of distraction, others identify specific classroom benefits. In the case of the teaching staff, these benefits inlcude immediate feedback regarding students' ability to follow the lecture and their level of enagement with the topic; students, in turn, made reference to a sense of inclusion and to the fact that the use of a multi-platform environment enhanced their ability to retain knowledge.

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Online learning goes official as five Coursera courses get approved by the American Council on Education

Online learning goes official as five Coursera courses get approved by the American Council on Education | Emergent Practice | Scoop.it

"Coursera announced a massive milestone today: the first big step towards credit options. The American Council on Education's College Credit Recommendation Service (ACE CREDIT) has made credit recommendations for an initial five Coursera courses."

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Foreign universities consider how best to enter the MOOC market | Inside Higher Ed

Foreign universities consider how best to enter the MOOC market | Inside Higher Ed | Emergent Practice | Scoop.it
http://www.insidehighered.com/news/2013/01/22/foreign-universities-consider-how-best-enter-mooc-market#ixzz2IoopChSi
Inside Higher Ed "The rapid expansion of massive open online courses (MOOCs) has left many in international higher education asking how they can compete. With elite American universities dominating the emerging market, will foreign institutions be left behind? "
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How To Know If You're Correctly Integrating Technology - Edudemic

How To Know If You're Correctly Integrating Technology - Edudemic | Emergent Practice | Scoop.it

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells."

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Designing Assignments that Accomplish Course Goals | Faculty Focus

Designing Assignments that Accomplish Course Goals | Faculty Focus | Emergent Practice | Scoop.it

"I’m betting that many of you are in the midst of grading a large stack of papers, projects or other final assignments. Too often these end-of-course pieces of work don’t live up to our expectations or students’ potential. It’s easy for us (especially the elders among us) to bemoan the fact that students aren’t what they used to be. It’s better to use our discontent to consider whether our course assignments are effectively accomplishing our course goals."

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