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Rescooped by
Kim Flintoff
from The 21st Century
August 30, 2012 8:16 PM
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Today, most educational systems are designed to work from the microscopic to the macroscopic. Students learn facts and figures and tiny fractions of knowledge long before anyone really puts things into a larger context. KF: And therein lies the argument for authenticity and student-centred strategies for learning.
Via Dr. Susan Bainbridge
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Scooped by
Kim Flintoff
August 24, 2012 9:30 PM
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Professors occasionally get lampooned as luddites responsible for the famously slow pace of change in higher education. But in truth the majority of professors are excited about various technology-driven trends in higher education, including the growth of e-textbooks and digital library collections, the increased use of data monitoring as a way to track student performance along with their own, and the increasingly popular idea of “flipping the classroom.”
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Scooped by
Peter Mellow
August 23, 2012 11:12 PM
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Bill Ferriter is a 6th-grade language arts teacher in North Carolina, and in an effort to integrate technology into his curriculum, he set up a blog for his students and invited them to contribute. Two months went by and Ferriter didn’t see a single post, despite passionate encouragement and pleading. His “grand blogging experiment” died before it ever really began.
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Scooped by
Kim Flintoff
August 23, 2012 9:19 PM
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A series of short guides for assisting the professional development of new lecturers/tutors. You are welcome to use and adapt these guides as long as you attribute Weltec and Ako Aotearoa as per the following Creative Commons copyright statement: This work is published under the Creative Commons 3.0 New Zealand Attribution Non-commercial Share Alike Licence (BY-NC-SA). Under this licence you are free to copy, distribute, display and perform the work as well as to remix, tweak, and build upon this work noncommercially, as long as you credit the author/s and license your new creations under the identical terms.
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Scooped by
Peter Mellow
August 23, 2012 9:11 PM
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Australian universities need to be able to choose where they wish to place themselves on the continuum between teaching and research, between transmitting known knowledge and discovering the unknown, between short-term applied and long-term basic research, between cultivating students’ character and deepening their specific expertise, as well as between building international scholarly reputation and building national identity, between serving the professions as they exist and changing their social shape, between partnering with the community and standing apart as its independent critic.
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Scooped by
Peter Mellow
August 23, 2012 9:09 PM
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RISING competition for students is putting a greater focus on teaching quality, with many universities looking to improve evaluation surveys and boost professional development and recognition for teaching.
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Scooped by
Peter Mellow
August 23, 2012 9:07 PM
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NEW academic standards will give special emphasis to learning outcomes.
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Scooped by
Kim Flintoff
August 23, 2012 9:00 PM
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Ako Aotearoa’s vision is the best possible educational outcomes for all learners. Achieving this vision has many dimensions, but a critical part is to develop more effective teaching and learning. This is an increasing challenge when, on the one hand, we are operating in times of inevitable resource constraints and on the other we are continually being urged to engage with new social and learning technologies to extend our practice.Immediately this raises a question: “how do we know what is effective practice?” How do we test our assumptions about what is working for our learners and what is not? On the surface this is an obvious and fundamental question, but across the sector we have been surprised at the relatively small number of practitioners who systematically gather and use evidence of how learners do or do not benefit from different approaches to teaching.
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Scooped by
Kim Flintoff
August 21, 2012 9:46 PM
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An unwritten law has emerged in both the sciences and social sciences – that it is better to measure than not to measure.
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Rescooped by
Kim Flintoff
from :: The 4th Era ::
August 18, 2012 9:38 PM
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From the website " Challenge-based learning (CBL) is similar to problem-based learning, but with CBL, students formulate the challenges they will address. Through a process of discussion and research, students identify a selection of questions that might be workable for their project, work on solutions, and publish those solutions online. In this way, CBL provides the satisfaction that comes from figuring out both the issue to be tackled and the solution to it, even though CBL requires a heavier time commitment than more traditional academic activities. Students gain meaningful skills through these projects, including how to share work, collaborate, organize, and express themselves more effectively."
Via Jim Lerman
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Scooped by
Peter Mellow
August 17, 2012 3:10 AM
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Internet courses and degrees are exploding at every level of education, but questions remain over whether it's possible to teach people to be face-to-face classroom instructors in a program that's entirely online. PM - The question is not if "online' education works, but HOW online education is conducted. I can show you face to face class situations every day that are useful and next door, useless. The same goes for online education. It's not the tool you use, it's how you use the tool.
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Scooped by
Peter Mellow
August 15, 2012 11:08 AM
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FORGET what your teachers said, practice doesn't make perfect. At least it doesn't when you practise over and over again without a break. Sydney scientists have found learning improves when students take a rest from continuous study or training.
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Stanford University announced the creation of an Office of the Vice Provost for Online Learning today, appointing computer science professor John Mitchell as the office’s inaugural head.
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Scooped by
Kim Flintoff
August 24, 2012 9:23 PM
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What happens when you teach students how to lie? But something else happens in this class that I have only rarely seen in 16 years of university history teaching: my students laugh their way through the entire semester. KF: This report reflects what it means to flip your classroom. The pedagogical shift that occurs when this teacher asks his students to embark on a journey - to do something they are not certain about - is exactly what a student-centred model might suggest. It is also a fine example of action learning on behalf of the teacher... unless of ourse its all fabricated as well! ;-)
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Scooped by
Kim Flintoff
August 23, 2012 9:40 PM
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The pressure is on.More and more universities and academics are working in a culture that is untenable and cracks in the ivory tower have already begun to appear.The work environment is now characterised…... "In the past, metrics of quantity allowed us to assess the performance of researchers, but now they have become an end in their own right. Ironically, once people deliberately pursue key indicators of performance, these indicators become less useful as independent yardsticks of what they were originally designed to measure."
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Scooped by
Kim Flintoff
August 23, 2012 9:16 PM
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This guide for new tertiary teachers is a series of one-page 'Signposts' explaining key ideas of teaching and learning. It is the result of a project funded by the Ako Aotearoa Northern Hub. UPDATE - Following a collaborative national evaluation of Signposts, version 2 of Signposts is now available. In addition, based on information from this evaluation, the project team has developed a Tertiary Teaching Staff Developers' guide to suggested uses of Signposts.
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Scooped by
Peter Mellow
August 23, 2012 9:10 PM
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A LACK of diversity among Australian universities is affecting the student experience as universities, shackled by booming enrolments and high research costs, struggle to meet the basic demands of quality teaching, says the new vice-chancellor of...
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Scooped by
Peter Mellow
August 23, 2012 9:09 PM
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UNIVERSITIES face declining student demand in the face of online competitors which will erode income according to Warren Bebbington, the University of Adelaide's new vice-chancellor.
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Scooped by
Kim Flintoff
August 23, 2012 9:00 PM
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This publication assists project teams to plan and implement tertiary teaching and learning projects that bring about change in teaching practice. This short publication is designed to help prospective project teams interested in improving teaching and learning scope out what this means in terms of project planning and implementation. Our experience to date tells us that achieving sustainable change through projects requires careful planning and ongoing effort. The life of a project often extends beyond the funded timeframe of ‘doing the work’ and includes both socialising of ideas within organisations, as well as ongoing promotion and implementation of the work once completed. Successful project teams clearly communicate the relevance of the work to gain buy-in, and link well with existing networks to gather momentum and excitement for the work as it develops. Critically, the successful impact of a project depends on a clear demonstration of learner benefit. There are, of course, no one-size fits all approaches here. This guide is designed to assist in formulating questions and approaches in the particular context of the project. We trust it will be useful for those charged with leading organisational development in terms of teaching and learning. The publication is also designed to assist individuals and teams developing grant applications for project funding. This publication is related to A tertiary practitioner's guide to collecting evidence of learner benefit, which was also prepared by Anne Alkema to provide an introduction to the process of collecting evidence of learner benefit.
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Scooped by
Kim Flintoff
August 22, 2012 10:46 PM
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The Centre for Adult Education and Community Outreach (CAECO) in the Faculty of Education at Brock University in St. Catharines offers part-time programs leading to a Bachelor of Education in Adult Education and a Certificate in Adult Education.
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Scooped by
Kim Flintoff
August 21, 2012 1:10 AM
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Abstract An innovative program developed by Stonehill College’s MacPháidín Library and its Center for Teaching and Learning led to the creation of a semester-long partnership between a communication professor and a reference and instruction librarian. The goal of that partnership was to provide information literacy instruction to narrative writing students to help them meet the Association of College and Research Libraries Information Literacy Competency Standards for Higher Education, hone their online research and evaluation skills, and craft richer narrative pieces. Anecdotal evidence and student responses indicate the information literacy instruction delivered and the library aids created for this class not only helped students track primary resources and historical material for their assignments but also introduced them to search strategies and online resources with which they weren’t previously familiar. KF: This project is about introducing a higher level of information literacy expectations - while the focus is on writing and journalism students the project easily translates into other disciplines as well.
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Scooped by
Kim Flintoff
August 18, 2012 12:19 PM
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Education company Pearson has launched a college that will offer degrees through the FTSE 100 company's partnership with Royal Holloway, University of London. Pearson College will take a "small cohort" of "pioneers" in September and then fully open its doors to students in 2013. Its business and enterprise degree will be validated by Royal Holloway. It has been designed by organisations including BT, Cisco, the Peter Jones Foundation and Atos.
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Scooped by
Kim Flintoff
August 16, 2012 9:40 PM
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EDUCAUSE Review Online... Mark David Milliron is Chancellor, Western Governors University (WGU) Texas. In reading the recently published EDUCAUSE e-book Game Changers: Education and Information Technologies, I came to the realization that many of us in higher education are "preaching to the choir." In addition to talking to each other about innovation and change and transformative educational technologies and techniques, we need to be talking to those who are most affected by our choices: our students. Here, then, is my open letter to students.
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