Higher Education Teaching and Learning
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Capturing the Visible Evidence of Invisible Learning | Academic Commons

Capturing the Visible Evidence of Invisible Learning | Academic Commons | Higher Education Teaching and Learning | Scoop.it

From the website

 

A Picture of New Learning: Cross-Cutting Findings


"Collectively, what emerged from this work was an expansive picture of learning. Although we started out with questions about technology, early on it became clear that the questions were no longer merely about the “impact of tools” on learning; the emergent findings compelled us to confront the very nature of what we recognized as learning, which in turn fed back into what we were looking for in our teaching. Over the years, faculty experienced iterative cycles of innovation in their teaching practice, of reflection on an increasingly expansive range of student learning, and of experimentation shaped by the deepening complexity (and at times befuddlement) that emerged from trying to read the evidence of that learning. From this spiral of activity developed a research framework with broad implications for the now-emergent Web 2.0 technologies. We have come to articulate this range of cross-cutting findings under the headings of three types of learning: adaptive, embodied, and socially situated.

"Briefly, by adaptive learning we mean the skills and dispositions that students acquire which enable them to be flexible and innovative with their knowledge, what David Perkins calls a “flexible performance capability.”7 An emphasis on adaptive capacities in student learning emerged naturally from our foundational focus on visible intermediate processes. What became visiblewere the intermediate intellectual moves that students make in trying to work with difficult cultural materials or ideas, illuminating how novice learners progress toward expertise or expert-like thinking in these contexts.

 

"Our recognition of the embodied nature of learning emerged from this increased attention to intermediate processes--the varied forms of invention, judgment, reflection--when we realized that we were no longer accounting for simply cognitive activities. Many manifestations of the affective dimension of learning opened up in this intermediate space informed by new media, whether it was the way that students drew on their personal experience in social dialogue spaces, or the sensual and emotional dimensions of working with multimedia representations of history and culture. In these intermediate spaces, dimensions of affect such as motivation and confidence loomed large as well. We have come to think of this expansive range of learning as embodied, in that it pointed us to the ways that knowledge is experienced through the body as well as the mind, and how intellectual and cognitive thinking are embodied by whole learners and scholars.

 

"nasmuch as this new learning is embodied, similarly is it socially situated. Influenced by the range of work on situated learning, communities of practice, and participatory learning, our work with new technologies continuously brought us to see the impact new forms of engagement through media had on the students’ relative stance to learning. This effect was not merely a sense of heightened interest due to the novelty of new forms of social learning. Rather, what we were seeing was evidence of the ways that multimedia authoring, for example, constructed for students a salient sense of audience and public accountability for their work; this, in turn, had an impact on nearly every aspect of the authoring process--visible in the smallest and largest compositional decisions. The socially situated nature of learning became a summative value, capturing what Seely Brown calls “learning to be,” beyond mere knowledge acquisition to a way of thinking, acting, and a sense of identity.


Via Ana Cristina Pratas, Kent Wallén, Jim Lerman
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Jim Lerman's curator insight, January 18, 2013 3:11 PM

Quite expansive and informative documentation of a group of largely humanities scholars at numerous campuses who have worked hard to integrate digital media into their scholarship and teaching.

Mark Gillingham's curator insight, January 18, 2013 4:28 PM

When using social media, new technology, or collaborative discussion students show you their engagement and motivation. 

Ignacio Jaramillo's curator insight, January 22, 2013 8:54 AM

The Difference that Inquiry Makes:
A Collaborative Case Study of Technology and Learning, from the Visible Knowledge Project.
Edited By Randy Bass & Bret Eynon

 

http://www.academiccommons.org/files/BassEynonCapturing.pdf

 

The essay complements eighteen case studies on teaching, learning, and new media technologies. Together the essay and studies constitute the digital volume "The Difference that Inquiry Makes: A Collaborative Case Study of Learning and Technology, from the Visible Knowledge Project." For more information about VKP, see https://digitalcommons.georgetown.edu/blogs/vkp/

Higher Education Teaching and Learning
Issues and priorities arising around academic development, teaching and learning in Higher Education.
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Rescooped by Learning Futures | Curtin Learning and Teaching from Augmented, Alternate and Virtual Realities in Higher Education
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Curtin Teaching and Learning - eLearning: eLearning advisors

Curtin Teaching and Learning - eLearning: eLearning advisors | Higher Education Teaching and Learning | Scoop.it
The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.

 

Use the 'Filter' pull-down menu above to search for topics by keywords.


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Craig Patterson's comment, June 13, 2013 1:52 AM
Is this link working?
Kim Flintoff's comment, June 13, 2013 2:12 AM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
Regis Elo's curator insight, January 13, 2017 9:02 AM
LOVE #tecademics experience on line ....a matter of  learning and earning http://er972073.tcdmcs.com/ambassador
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“Uni funding freeze could cut 10,000 places”: UA

“Uni funding freeze could cut 10,000 places”: UA | Higher Education Teaching and Learning | Scoop.it


An initial shortfall of almost 10,000 student places will not be funded this year due to the Government’s freeze on university funding, modelling by Universities Australia forecasts.
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As the main round of university offers go out to prospective students across the country this week, federal funding cuts will leave a projected 9,500 places unfunded by Government in 2018.

Universities Australia Chief Executive Belinda Robinson said the $2.2 billion cut announced just before Christmas had put Australia’s universities between a rock and a hard place.

Kim Flintoff's insight:
An initial shortfall of almost 10,000 student places will not be funded this year due to the Government’s freeze on university funding, modelling by Universities Australia forecasts.
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Why we are teaching science wrong, and how to make it right

Why we are teaching science wrong, and how to make it right | Higher Education Teaching and Learning | Scoop.it
Active problem-solving confers a deeper understanding of science than does a standard lecture. But some university lecturers are reluctant to change tack.
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Learning Design for Impact

Learning Design for Impact | Higher Education Teaching and Learning | Scoop.it
For professional learning to have impact, it needs to meet multiple criteria. Adult learners need to feel like a learning endeavour is going to be relevant, respect both their current and future needs but also their existing experience, provide flexibility and options, and result in some sort of longer-term efficacy. Everything from Kolb’s Experiential Learning Cycle to the Cognitive Apprenticeship Model can be useful in pulling together philosophical and structurally-oriented option banks for learning experience design, but there are five basic and critically important elements that it might be worth paying particular attention to for good, practical and professional modern andragogy.
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Creating Active Learning Classrooms Is Not Enough: Lessons from Two Case Studies

Creating Active Learning Classrooms Is Not Enough: Lessons from Two Case Studies | Higher Education Teaching and Learning | Scoop.it
The University of Iowa and Indiana University each launched active learning classroom initiatives centered on faculty development. These programs not
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5 Reasons that Electric Bikes Are Like Blended Learning | Technology and Learning

5 Reasons that Electric Bikes Are Like Blended Learning | Technology and Learning | Higher Education Teaching and Learning | Scoop.it
My new obsession.
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Without the Right Curriculum, Personalized Learning Is Just Another Fad - EdSurge News

Without the Right Curriculum, Personalized Learning Is Just Another Fad - EdSurge News | Higher Education Teaching and Learning | Scoop.it
More school leaders than ever before are seeking to harness digital tools to personalize learning and to prepare students for life after school, whe
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Why coaching, not gadgets, is key to getting the most out of employees

Why coaching, not gadgets, is key to getting the most out of employees | Higher Education Teaching and Learning | Scoop.it
Research shows that coaching employees makes them feel valued and empowered, and builds better relationships with management.
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Lessons for Higher Ed here.
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Design Thinking for Education

Design Thinking for Education | Higher Education Teaching and Learning | Scoop.it

The need to reshape teaching methodologies accross all educational levels at schools has been a long-standing issue in education d [...]


Via Ana Cristina Pratas, Vladimir Kukharenko
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As debate over banning laptops resurfaces, academics seek more nuanced discussion

As debate over banning laptops resurfaces, academics seek more nuanced discussion | Higher Education Teaching and Learning | Scoop.it
Amid the latest online brouhaha over use of devices in the classroom, educators say it’s time to focus on helping students however they need it -- laptop or no laptop.
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Tactile Teachables: Expanding Accessibility with 3D Printing

Tactile Teachables: Expanding Accessibility with 3D Printing | Higher Education Teaching and Learning | Scoop.it

Key Takeaways 


3D printing has become more affordable, and a variety of free online tools support both novice and experienced users in obtaining 3D printing and modeling skills. 


Among its many practical uses, 3D printing increases the accessibility options for students with visual impairments by making intangible concepts and theories more concrete and perceivable through printed objects. 


Collaboration among university groups can further this work, identifying accessibility needs and troubleshooting how 3D printing and other emerging technologies can help address them.

Kim Flintoff's insight:
Key Takeaways 3D printing has become more affordable, and a variety of free online tools support both novice and experienced users in obtaining 3D printing and modeling skills. Among its many practical uses, 3D printing increases the accessibility options for students with visual impairments by making intangible concepts and theories more concrete and perceivable through printed objects. Collaboration among university groups can further this work, identifying accessibility needs and troubleshooting how 3D printing and other emerging technologies can help address them.
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Five myths about Australian university graduate outcomes

Five myths about Australian university graduate outcomes | Higher Education Teaching and Learning | Scoop.it

Universities are vital to Australia’s sustained prosperity. However, the complexity of our current higher education policy landscape, combined with profound economic forces, have led to a number of myths and misconceptions about what happens to students after they graduate.

New analysis reveals five myths or misconceptions about Australian university graduate outcomes. The analysis uses data from the Australian Bureau of Statistics (ABS) Labour Force Survey, Quality Indicators of Learning and Teaching (QILT), and former Australian Graduate Survey (AGS).

Kim Flintoff's insight:

Universities are vital to Australia’s sustained prosperity. However, the complexity of our current higher education policy landscape, combined with profound economic forces, have led to a number of myths and misconceptions about what happens to students after they graduate.

New analysis reveals five myths or misconceptions about Australian university graduate outcomes. The analysis uses data from the Australian Bureau of Statistics (ABS) Labour Force Survey, Quality Indicators of Learning and Teaching (QILT), and former Australian Graduate Survey (AGS).

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Making learning meaningful

Making learning meaningful | Higher Education Teaching and Learning | Scoop.it
Organising formal education around student interests, rather than subjects, would improve student engagement, a University of Melbourne expert argues.
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Lecture-Based Pedagogy and the Pitfalls of Expertise

Lecture-Based Pedagogy and the Pitfalls of Expertise | Higher Education Teaching and Learning | Scoop.it
Every few months, higher education is witness to a curious ritual where one’s stance on particular pedagogical issues assumes an affect of Calvinist-style salvation or damnation. You can set your w…
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Myths and Facts About Flipped Learning

Myths and Facts About Flipped Learning | Higher Education Teaching and Learning | Scoop.it
Misconceptions about flipped learning can introduce error or persuade potential practitioners to avoid it entirely. This article visits some of the my
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University of Vermont's med school will discontinue lectures

University of Vermont's med school will discontinue lectures | Higher Education Teaching and Learning | Scoop.it

Dive Brief:

Medical students at the University of Vermont’s Lerner College of Medicine will no longer be taught in a lecture setting, according to William Jeffries, a dean at the school, who says evidence indicates students retain and understand information offered during instruction better in an “active learning” setting. 


Jeffries told NPR neuroscience research indicates that students must not only take in information, but also make sense of it in a way that is easily retained if needed in the future. Chances of students remembering increases if students are required to apply that information to a task, as students in the school will have to do.


Jeffries said there was initially some pushback from professors who were fond of the lecture approach, but he said they were receptive to change once informed that active learning procedures actually are more beneficial to fledging students. 


Via Kim Flintoff
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​A Starter Kit for Instructional Designers | EdSurge News

​A Starter Kit for Instructional Designers | EdSurge News | Higher Education Teaching and Learning | Scoop.it

A 2016 report funded by the Gates Foundation found that in the U.S. alone, there are 13,000 instructional designers. Yet, when I graduated fro
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Why Blended Learning, Why Now? | Tomorrow's Professor Postings

Why Blended Learning, Why Now? | Tomorrow's Professor Postings | Higher Education Teaching and Learning | Scoop.it
Over the past several decades, a wide range of technologies has emerged that are designed to assist in teaching and learning. Technology has changed every aspect of our lives, and the higher education classroom also feels that impact (Collins & Halverson, 2009). Distance education programs at institutions of higher education, which are often seen as a means to broaden enrollment and increase gross margins (e.g., see Parry, 2011), are continuing to grow (Allen & Seaman, 2014). Blended (also referred to as hybrid) courses, in which face-to-face interaction is combined with technology-enhanced or online activities to aid student learning, have also been posed as a possible solution to the question of how best to engage busy students in a cost-effective and learner-centered way. Major (2015) points out that, for some, blended is seen to be “the best of both worlds” (p. 82) because of the way it allows for both face-to-face interaction and online support structures. For many instructors across disciplines, a form of blended learning, termed flipped classrooms, has also gained popularity as a method to increase in-class active learning time by shifting delivery of content to the online environment.
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Digital learning beats chalk and pencils | Unitec

Digital learning beats chalk and pencils | Unitec | Higher Education Teaching and Learning | Scoop.it
Hollywood has done a great job of preserving the classroom in a time capsule, which means whenever we see a lecture hall or schoolroom in a movie it has a distinctly retro tinge - blackboard, chalk, may be a few pencils and the desks lined up facing the lecturer.  Think Netflix hit, Stranger Things, and its perfectly preserved recreation of the 1980s.
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Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette - YouTube

Collaboration. Communication. Critical thinking. Creativity. - Should be present in all classrooms.

Joe Ruhl received his bachelors and masters degrees at Purdue University and he has been sharing the joys of biology with kids for 37 years. He presently teaches Biology, Genetics, and Science Research courses at Jefferson High School in Lafayette, Indiana.
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Learning styles at the crossroads of the laboratory and the classroom

Learning styles at the crossroads of the laboratory and the classroom | Higher Education Teaching and Learning | Scoop.it
(2017). Learning styles at the crossroads of the laboratory and the classroom. Learning: Research and Practice: Vol. 3, The Learning Revolution: From Pedagogues to Designers of Learning, pp. 183-187.
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[PDF] Instructional Design in Higher Education

[PDF] Instructional Design in Higher Education | Higher Education Teaching and Learning | Scoop.it

Learning — to some it is the sound of chalk on blackboards,  the search through stacks of scribbled notes, and backpacks full of heavy textbooks. For others with a less traditional lens, learning is the summoning of professors with a click of a mouse, assignments no longer living on paper, but in a cloud, and the ‘classroom’ being everywhere. Education has changed considerably in recent years and we don’t expect it to slow down anytime soon.


Via Edumorfosis, Nik Peachey, Vladimir Kukharenko
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Nevermore Sithole's curator insight, December 7, 2017 2:04 AM
Instructional Design in Higher Education
Kim Flintoff's curator insight, December 7, 2017 6:17 PM
Learning — to some it is the sound of chalk on blackboards, the search through stacks of scribbled notes, and backpacks full of heavy textbooks. For others with a less traditional lens, learning is the summoning of professors with a click of a mouse, assignments no longer living on paper, but in a cloud, and the ‘classroom’ being everywhere. Education has changed considerably in recent years and we don’t expect it to slow down anytime soon.
Jorge Jaramillo's curator insight, December 15, 2017 11:06 AM
Les comparto un interesante artículo relacionado con una investigación sobre la importancia de los Diseñadores Instruccionales en Educación Superior, realizada con el auspicio de la fundación Gates.
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Perspectives on Authenticity by Snape, P., and Fox-Turnbull, W. (2009).

Perspectives on Authenticity by Snape, P., and Fox-Turnbull, W. (2009). | Higher Education Teaching and Learning | Scoop.it
To meet the intentions of the New Zealand Curriculum 2007 teachers must critically reflect on their role and their ideas of what is ‘best practice’ for teaching and learning in the twenty-first century. In this post-modern age the teacher’s role has changed considerably and there is now, more than ever, a need for much greater transparency, accountability and collaborative practice within education. While famous philosophers and theorists of the past including Plato, Rousseau and Dewey have expounded the ideals of authenticity and authentic engagement, it is only in more recent times with the spread of constructivism that authenticity has gained more favour. This paper will investigate several important perspectives of authenticity and authentic learning (Turnbull 2002, Splitter 2008, Newmann & Wehlage 1998, Kreber, Klampfleitner, McCune, Bayne and Kottenbelt 2007). It will help clarify how Technology Education programmes based on authentic education and integrating key competencies can develop enduring learning for students. We will consider the role of context in developing learning and introduce some new ideas on successful student engagement in the field of conation (Riggs & Gholar 2009). They define conation as the will, drive and effort of students’ personal effort and is increasingly being seen as an important part of authentic education.
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On Banning Things in Classrooms | Just Visiting

What does it mean when we decide to ban something (like laptops) in the classroom?
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Universities must be places of intellectual discomfort

Universities must be places of intellectual discomfort | Higher Education Teaching and Learning | Scoop.it


f the Office for Students ever intervenes over freedom of speech, it will only be to widen it, says Michael Barber

...it is too easy to forget just how fundamental freedom of speech is to a flourishing society. Perhaps we have come to take it for granted. When Jo Johnson, the minister for universities and science, raised it recently some suggested that it was a mere “gimmick”. 


 As Anthony Gottlieb points out in his wonderful book The Dream of Enlightenment: The Rise of Modern Philosophy, the philosopher Spinoza turned down a professorship at Heidelberg in 1673 because a condition of the role was that he not “disturb the publicly established religion”. Spinoza argued that intellectual freedom was “absolutely necessary for progress in science and the liberal arts” because those pursuing such activities needed to be able to exercise judgement “free and unhampered”.

Kim Flintoff's insight:
As Anthony Gottlieb points out in his wonderful book The Dream of Enlightenment: The Rise of Modern Philosophy, the philosopher Spinoza turned down a professorship at Heidelberg in 1673 because a condition of the role was that he not “disturb the publicly established religion”. Spinoza argued that intellectual freedom was “absolutely necessary for progress in science and the liberal arts” because those pursuing such activities needed to be able to exercise judgement “free and unhampered”.
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Why replacing teachers with automated education lacks imagination

Why replacing teachers with automated education lacks imagination | Higher Education Teaching and Learning | Scoop.it
The belief that technology can automate education and replace teachers is pervasive. Framed in calls for greater efficiency, this belief is present in today’s educational innovations, reform endeavours…
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