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Scooped by
Kim Flintoff
August 25, 2016 9:09 PM
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Last Wednesday, on August 17, EdSurge hosted a meetup on the ‘Future of Digital Learning’ at the NovoEd company headquarters in the SOMA neighborhood of San Francisco. The event was organized by the EdSurge HigherEd group and drew about 100 educators, learning experts, and professionals from a wide spectrum of higher education and educational institutions (check out the Twitter hashtag #dlnchat).
An Auspicious Assembly
The evening provided ample opportunity for networking time, while enjoying snacks and beverages and listening to inspiring talks. We kicked off with our host for the evening, Allison Salisbury, Director of Higher Education Strategy at EdSurge. Allison shared the four main categories through which EdSurge provides its unique value: News & Information, Concierge, Community & Events, and Jobs. She also discussed their recent beta launch of their Digital Learning Network community, a new forum to share innovations in higher ed digital learning.
Next, Jen Hu, Director of Account Management at NovoEd welcomed the group, and described the affinity between how NovoEd helps institutions, through its social, collaborative learning platform, and the passions of the group in discussing what is next for higher education. She also let the audience know about a free four-part webinar series on Learning Experience Design being offered by NovoEd, starting next month.
The event was structured with five Lightning Talks of six-minutes each by distinguished speakers, followed by breakout groups where the audience got a chance to engage in a smaller setting with the speaker of their choice. Below is a brief recap of each of the lightning talks.
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Scooped by
Kim Flintoff
August 25, 2016 5:04 AM
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School-age students will be able to enrol in an accredited online learning provider instead of attending school, under new Government legislation.
The move has dismayed the primary school teachers' union who say education is about learning to work and play with other children.
The radical change will see any registered school, tertiary provider such as a polytechnic or an approved body corporate be able to apply to be a "community of online learning" (COOL).
Any student of compulsory schooling age will be able to enrol in a COOL - and that provider will determine whether students will need to physically attend for all or some of the school day.
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Scooped by
Kim Flintoff
August 24, 2016 10:09 PM
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A majority of teachers are turning to digital supports for education on a regular basis.
In Education Week’s Technology Counts 2016 survey of about 700 K–12 teachers, more than half said they felt comfortable using new technologies at school.
Twenty-four percent of respondents said they even considered themselves to be “risk takers” in trying new digital devices and programs. However, most teachers aren’t regularly using these tools to produce creative or inquiry-based learning experiences.
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Rescooped by
Kim Flintoff
from Edumorfosis.it
August 19, 2016 7:28 PM
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Learners’ use of digital tools and other technology to support their learning in our K-12 systems continues to be sporadic and often not observed despite the proliferation of use outside of school. Based on an analysis of three years of direct classroom observations in K-12 schools across 39 states and 11 countries, AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience. In more than half (52.7 percent) of classrooms direct observations show no evidence students are using technology to gather, evaluate, or use information for learning; two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively. Trained and certified observers conduct classroom observations as a part of AdvancED’s continuous improvement process which could include STEM Certification, accreditation, readiness and/or diagnostic review. Each observation lasts a minimum of 20 minutes during which observers use the learner-centric eProve™ Effective Learning Environments Observation Tool® (eleot®) to gather data focused on the activities learners are engaged in, their discussions and interactions, resources they are using for learning, their behaviors and dispositions during the learning process, etc. Observers rate each of the 30 eleot items on a four-point scale where 4 = Very Evident, 3 = Evident, 2 = Somewhat Evident and 1 = Not Observed
Via Edumorfosis
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Scooped by
Kim Flintoff
August 14, 2016 8:31 PM
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These are some suggestions to get you started. Check out Matt Miller and Catlin Tucker and Kasey Bell and other educators who are sharing how they use technology in the classroom. Move towards having your activities and lessons online, but do not feel you need to be paperless tomorrow. First, develop a mindset around what digital can do for you. Actively find ideas you can try, one at a time.
This EdSurge article highlights that only using digital tools for remediation and drill practice has a negative impact on student achievement and engagement. The article lists some specific tips for using technology in a more effective way.
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Scooped by
Kim Flintoff
August 6, 2016 9:12 PM
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Launched in 2015, Breakout EDU is a recurring name in the educational escape-rooms space, and what the French teacher Nicole Naditz uses in her California classroom. The company sells small boxes, priced $89 to $119, filled with escape paraphernalia (think padlocks, UV lights, and hint cards), and an empty thumb drive for downloadable lesson plans, created to complement the curriculum. This allows teachers to access the large Breakout community of more than 8,700 members worldwide, and download custom escape games, as well as build their own.
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Scooped by
Kim Flintoff
August 3, 2016 8:27 PM
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My Final Say
While online learning has seen a considerable rise in popularity, many still hold the opinion that classroom learning is more effective. However, I think online learning is the way forward for many if not all students and encourages creativity in thinking and acquisition of multiple skills. Looking at my students, I’d say the online classes have made their recent assignments more compelling and interesting to read. Their ability to interpret situations and improvise has impressed me. My little experiment has been a success!
I’d like to conclude by drawing on my personal experience. I have fond childhood memories of classroom sessions and fun with friends. But with changing times and technological advancements, it is important to embrace new trends and keep track of what works best with students. The benefits for my students are too obvious to neglect the digital space in favor of traditional face-to-face classrooms. We must pace learning and alter our teaching styles to make the best of current situations. For me, that means online teaching.
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Scooped by
Kim Flintoff
July 14, 2016 4:53 AM
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Many people still tend to see e-learning as a poor alternative to face-to-face learning.
This is often based on poor experiences with uninspiring e-learning courses that simply plonk a slide presentation or PDF onto a web page, with little thought for engagement or interaction.
The question still pervades whether, despite the emergence of new digital learning technology, e-learning can ever be ‘as good’ as the supposed exemplar of classroom learning.
The answer is quite simple: e-learning gives us the opportunity to extend learning beyond borders with more benefits than traditional learning could ever offer.
Here are four reasons why:
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Scooped by
Kim Flintoff
July 7, 2016 8:40 PM
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Scooped by
Kim Flintoff
July 4, 2016 8:04 PM
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This guide expands upon best practices that could be used in both digital and face-to-face environments to highlight considerations specific to online learning, bearing in mind the following assumptions established by the panel:
Content development for online courses is more time-consuming because in the absence of face-to-face interaction, there is a greater need for creating rich media that stimulates virtual interaction.
Designing online learning activities involves a diverse set of technology and tools; instructors must learn how to use the technologies and integrate them in the online environment.
Topic- and question-driven discussion is more natural in a face-to-face environment, so instructors must intentionally plan for and build in similar engagement opportunities within online curriculum.
Because many online courses draw in learners from all over the world, careful consideration must be given to diverse demographics and backgrounds when developing material.
Learners do not have the benefit of sitting side-by-side with their classmates in an online course; thus, it is easier for learners to feel isolated, and a significant effort must be exerted to make them feel part of a community.
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Scooped by
Kim Flintoff
June 27, 2016 8:00 PM
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If we were really serious about educational technology, we would… show students how to edit their privacy settings and use groups in
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Scooped by
Kim Flintoff
June 23, 2016 9:57 PM
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Be warned, I’m about to torture an analogy. You might want to look away if you’re squeamish.
Growing up in Yorkshire in the 70s and 80s I went to a local high school along with 1800 other kids. To cope with the numbers the local education authority had installed some ‘temporary’ classrooms. They were used long before my 7 years at that school and long after, so it was clearly a new definition of word temporary.
They were cold in winter, hot in summer and damp all year. Nevertheless the teachers made the best of them and they were decorated with student work and made as comfortable as possible.
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Scooped by
Kim Flintoff
June 15, 2016 4:45 AM
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One of the hottest tickets at the University of Texas at Austin these days is a seat in a face-to-face classroom for an introductory psychology course.
Most of the 1,500 undergraduates who take the course each semester watch the lectures online, but 24 are chosen to attend in person in the studio classroom on the two days a week that it meets.
The course’s professors, James W. Pennebaker and Samuel D. Gosling, work to make it entertaining. Mr. Pennebaker says they present "like it’s a TV show" — think The Daily Show, fake remote newscasts and all.
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Scooped by
Kim Flintoff
August 25, 2016 8:56 PM
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The Education (Update) Amendment Bill (the Bill) proposes to recognise the impact that technology is having on education, by introducing a new mode of education delivery – online learning. Technological change makes it possible for students to learn anywhere, anytime, and at any pace.
The Bill proposes to enable new partnerships between schools and online learning providers, and enable children and young people to access their education through online delivery. Online learning providers will come from the schooling, tertiary education, and private sectors, and will be able to seek accreditation as a Community of Online Learning (COOL).
The Bill proposes that COOL will have to meet criteria relating to their capability and capacity to deliver education to students in an online environment. Some COOL will be subject to additional terms and conditions, like which students they can enrol. All COOL will be subject to a robust quality assurance regime, including requirements to meet specified student outcomes.
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Scooped by
Kim Flintoff
August 25, 2016 12:07 AM
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The Australian Digital Inclusion Index, powered by Roy Morgan Research, has been created to measure the level of digital inclusion across the Australian population, and to monitor this level over time.
Find out more about digital inclusion in Australia.
Key Findings
- Digital inclusion is about social and economic participation - Our most detailed picture yet of digital inclusion in Australia - Overall, digital inclusion is growing in Australia - But many Australians are still missing out - Access is improving overall - But Digital Ability is an area for further improvement - Affordability is a challenge for some groups, although value has improved - The ‘age gap’ is substantial, but steady - For people with disability, digital inclusion is low, but improving steadily - Indigenous digital inclusion is also low, but improving - The gender gap is narrow, but different attitudes toward technology remain - Some Australian communities are digitally excluded - Geography plays a critical role
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Scooped by
Kim Flintoff
August 19, 2016 7:30 PM
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To ban or not to ban, that is always the question when it comes to personal devices in the classroom. But rather than fight this uphill battle (Generation Alpha is forecasted to be more technological than any previous), let's figure out how to leverage these little machines. If used intentionally, mobile devices can be an express pass to exploring beyond the walls of our schools. While pushing students to learn outside our classrooms is a step in the right direction, how do we ensure that these experiences lead to deeper learning? Here are 5 ways to get to curate that practice by making your class a BYOD zone.
1. Accept Immediate Inquiry
2. Devices to aid in organizing and collaborating with peers
3. Keep ‘em engaged with real-time feedback
4. Document learning and thinking through blogging when the good ideas hit you!
5. Document and debrief field work with ease
The technology our students will interact with in the next decade is guaranteed to supersede our wildest expectations, so let’s give them the foundational skills to leverage simple technologies such as personal devices so they have the building blocks for greater challenges and advances that await them.
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Scooped by
Kim Flintoff
August 17, 2016 8:32 AM
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Following a set of recommendations might help institutions strengthen their online education programs.
A new myth-busting report found that online education has expanded higher education access to students who previously might not have enrolled in it due to time and financial issues.
In fact, 50 percent of online college students said they “would not,” “probably would not,” or were “unsure” if they would have pursued higher education had their program not been offered online.
Online College Students 2016: Comprehensive Data on Demands and Preferences, from The Learning House, Inc. and Aslanian Market Research, debunks some of the major myths surrounding online education trends and reveals surprising facts about online students and their preferences. It also offers recommendations to help institutions break through the myths and support successful practices.
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Scooped by
Kim Flintoff
August 9, 2016 9:43 PM
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Today’s instructional designers are creating the lexicon to describe ed tech’s rapidly evolving landscape, decoding acronyms across a maze of new products to guide faculty members and institutional leaders through smart decisions. But only a fraction of instructional designers can keep pace.
Pedagogical shifts also present new challenges for instructional designers. Peer-reviewed research output on the efficacy of alternative pedagogical approaches for online and blended learning is picking up steam. As a result, more professors are flipping the classroom, creating blended courses and moving programs online. Institutional mandates are creating demand for high-impact practices like experiential learning that target retention and improve student success.
The explosion of data in higher education has created yet another hurdle for instructional designers to clear. Most colleges and universities collect a wide range of analytics, but few actually use it to drive decisions and intervention. That is beginning to change. The convergence of institutional research and instructional design creates both operational and philosophical challenges for a generation of instructional designers who were not trained to leverage predictive analytics for optimized design.
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Rescooped by
Kim Flintoff
from Educational Technology News
August 4, 2016 9:41 PM
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Ethan Edwards discusses the characteristics that make up good e-learning.
Via EDTECH@UTRGV
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Scooped by
Kim Flintoff
July 21, 2016 9:19 PM
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New research into the demographics of online college students found 50 percent of them would probably not choose to attend classes on a physical campus.
By Michael Hart07/20/16
Half of higher education students taking advantage of online instruction said in a survey they either would not or were not sure they would attend live courses even if they were available to them. That's according to the fifth annual survey by Learning House and Aslanian Market Research on the demographics of students who are pursuing online college degrees.
This year's study, entitled "Online College Students 2016: Comprehensive Data on Demands and Preferences," found that while online courses were the only option for half of students, 90 percent of students who had taken live on-campus courses said they either prefer online courses or found them just as satisfying.
"Current estimates place the number of students working toward their degrees online at 3.5 million," said Learning House Chief Academic Officer David Clinefelter. "Institutions of higher learning cannot afford to ignore this population."
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Scooped by
Kim Flintoff
July 8, 2016 11:28 PM
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Nick Fortugno is recognized around the world as a leading game designer, narrative and story expert as well as an entrepreneur of digital and real-world games. The chief creative officer of Playmatics joins the podcast to discuss his upcoming presentation at Revolutionary Learning 2016: Storytelling for Learning.
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Scooped by
Kim Flintoff
July 5, 2016 7:23 PM
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In the case of adaptive learning, education commentator Audrey Watters gave examples of how things can go badly wrong on her blog. “Serendipity and curiosity are such important elements in learning,” she asks. “Why would we engineer those out of our systems and schools?” More recently, Alfie Kohn provided another summary of the numerous reasons to be skeptical of education technology solutions.
Watters’ bleak future will only come to pass if the algorithms continue to be both naïvely developed and naïvely applied, and moreover, in the case of mathematics learning (the area we both work in) applied to the wrong kind of learning tasks. Almost all the personalized math learning software systems we have seen fall into this category. But there is another way—as our work, and a thorough review by a third-party research organization—has shown.
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Scooped by
Kim Flintoff
July 2, 2016 12:32 AM
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Take a look at the mysterious designers bringing student-centered pedagogy to online learning and higher-ed.
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Scooped by
Kim Flintoff
June 24, 2016 2:09 AM
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'In the past I have always said that a computer could never replace a teacher, because learning was based on relationships. Today, I am not so sure'
One undeniable fact about teaching is that teachers not only need to be masters of content within their subject area, but they must also be masters of education as a subject. Another undeniable fact is that neither of those subject areas looks the same as when any teacher first mastered them.
One effect of the integration of technology into our society is that change in almost everything is happening at a pace never before experienced by mankind. As much as some people may yearn for the simpler times of the past, life will continue to move forward as the natural order of society requires.
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Scooped by
Kim Flintoff
June 18, 2016 11:14 PM
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- Enhancing Learner Experience and Engagement through Digital and Mobile Technologies
Online learning is becoming a massive driver of change in the way tertiary institutions attract and retain prospective and existing students.
Enhancing the learner experience by developing interactive online and digital content has become a primary focus for universities.
With this in mind, Online & eLearning 2016 will address the issues surrounding limited funding, resource and time constraints to meet ever-changing student demands for flexible learning, including how to:
- Improve communication between academics and education developers to optimise limited resources
- Enhance the learner experience and increase engagement
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![[PDF] The paradox of classroom technology | Digital Learning - beyond eLearning and Blended Learning | Scoop.it](https://img.scoop.it/CqowdX9iJcfbOow7dE3PiTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
