Visible thinking routines that encourage students to document and share their ideas can have a profound effect on their learning.
Via Elizabeth E Charles
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Visible thinking routines that encourage students to document and share their ideas can have a profound effect on their learning. Via Elizabeth E Charles
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"When we look at all the assumptions that have been overturned in higher education because of the pandemic and all the needs that have only grown during this time, what becomes clear is that frameworks that previously worked for higher education are no longer guaranteed to function. Something new is needed, and flipped learning may be exactly the right model for where higher education is headed once the pandemic is over." Via EDTECH@UTRGV, Elizabeth E Charles
EDTECH@UTRGV's curator insight,
April 6, 2021 11:36 AM
Its sad that it took a pandemic to wake us up to the potential and benefits of blended learning in higher ed.
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This is the opening editorial that Tim Surma and I wrote for the Autumn 2020 edition of Impact on evidence-informed pedagogy. The reason that we collated a publication with this theme is simple and really straightforward: If we, as educational professionals, choose to inform the choices that we make for our practice by the best available evidence, we can make meaningful striking enhancements in our pedagogical practice, and thus on the efficiency, effectiveness, and success of our teaching and of children’s learning.g and Via Elizabeth E Charles
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Bloom’s Taxonomy can be a powerful tool to transform teaching and learning.
For decades, education reform has been focused on curriculum, assessment, instruction, and more recently standards, and data, with these efforts only bleeding over into how students think briefly, and by chance. This means that the focus of finite teacher and school resources are not on promoting thinking and understanding, but rather what kinds of things students are going to be thinking about and how they’ll prove they understand them. Via Elizabeth E Charles
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It seems that the onset of a new decade is enough to get a lot of folk involved with ed tech questioning its position in the grand scheme of things. There seems to be a whiff of gloom and despondency in the air? I give you the amazing ‘The 100 Worst Ed-Tech Debacles of the Decade‘ piece from Audrey Watters of Hack Education, and Dean Shareski’s ‘I Don’t Think I’m an EdTech Guy Anymore‘ thoughtful reflection as starters for 10. Via Elizabeth E Charles
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"For most of us, hearing something just once isn’t nearly enough to commit it to memory. But with today’s crowded curriculum, sometimes one explanation is all kids get. Ten years ago, Sal Khan set out to change that with his Khan Academyvideos, which let kids replay lessons as many times as they want." Via EDTECH@UTRGV, Elizabeth E Charles
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Higher education institutions can close the achievement gap among their students through data-driven communication and planning. Higher education advisors are finding new ways to use data analytics to communicate, strategize and execute graduation plans for traditionally underserved students.
At Georgia State University, modern data collection tools give college counselors crucial academic and financial information, allowing them to make more informed suggestions to help their students succeed.
Via Elizabeth E Charles
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Thompson said he’s an outlier among his military colleagues, few of whom maintain outside jobs while deployed. But in distance education, he’s far from alone. Online courses are often discussed in terms of opening opportunities for students in disparate locations. But instructors are increasingly seizing opportunities to teach from their homes or other locations convenient to their needs, if their institutions let them.
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David Jolliffe has seen how much trouble students have had in recent years doing their reading. Via Elizabeth E Charles
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The Digital Literacy Competency Calculator (DLCC) is a web-based tool for representing the connection between digital literacy competencies and the teaching and learning practices that produce them. Via Elizabeth E Charles
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Whether we do so consciously or not, we all form expectations about certain things in our lives, from how much we think we’ll enjoy a particular experience to the expectations we form about ourselves and others. Sometimes these expectations are based on prior experience, but more often than not, they’re based on what we’ve been told or the subconscious beliefs we hold. Via Elizabeth E Charles
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The following Monday, Ms. D’Angelo is surprised to see that that some of her students seem to understand the material at a deep level—they even use new vocabulary terms with great fluidity. These same students appear be much more confident than usual when engaging in the class discussion. Ms. D’Angelo scans her grade book and notices that these students are the same the ones who completed the homework assignment. Via Elizabeth E Charles
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As part of his research, Mr. Hamermesh asked economists in a survey to describe the reasons they enjoy their jobs. Flexibility of scheduling was outranked only by their love of research, their love of teaching, and interacting with colleagues. |
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In order to get the most out of the digital classroom, teachers should utilize these teaching strategies to enhance student engagement and academic success. Via James Douglas, Glenda Hobdell, Salomi Kruger, Jim Lerman
James Douglas's curator insight,
May 17, 2020 9:05 PM
This is great article, so relevant to what we have been learning in our Digital Learning and Teaching unit. I was pleased to note that I have been using a number of the 15 strategies listed here when I've been on prac so it is good to see some formal consolidation! There's some new things here just the same - like Live Tiles - that would be great to try and transform the classroom learning experiences. One of my favourites listed here? Number 5, using handwritten notes to reinforce and embed learning. Sometimes 'old school' is worth remembering.
chris newton's curator insight,
April 23, 2021 10:27 AM
Fantastic list of strategies that make it seem easy to get the most out of digital learning. Definitely keeping this for the future.
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“Any useful statement about the future should at first seem ridiculous.” —Jim Dator, futurist at University of Hawaii-Manoa Here’s somethin Via Peter Mellow
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Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices. Via Elizabeth E Charles
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Over the last week I've received a bunch of emails and Tweets from people looking for my suggestions on tools and tactics for teaching online if schools are closed due to COVID-19. I'm going to start this post with some tips for giving online instruction then get into some recommended tools. Via Elizabeth E Charles
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When it comes to late work policies, this instructor established a "Make-Up Day" that allows students one free pass at the end of the semester.
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There are many similarities to adults and students when it comes to learning. If you were an auditory learner in school, you probably still prefer that learning method [1]. If you were a verbal learner you still prefer that. Adults are able to learn from additional styles as they know what they need to pick out from training, and they know the impact it will have on their job if they do not. The motivation to learn is more relevant to adults than it is to students, but trainers need to be aware of learner preferences. Via Elizabeth E Charles
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Learning anything comes with some kind of labour whether it’s time spent, a search for meaning, or a simple struggle to understand. After all, every learner is different. With those differences will come the process of overcoming learning barriers of every definition. You won’t always see them coming if you’re a teacher, but there are ways to help your learners get over them. Via Elizabeth E Charles
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During the recent debates around rewriting federal rules on higher education innovation, officials from the U.S. Department of Education raised the possibility of revising the definition of an instructor to include “instructional teams.” While some experts involved in the discussions endorsed the proposal, others fretted that it could allow nefarious institutions to receive federal aid while hiring groups of unqualified people to lead courses.
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Make no bones about it…Technology is a gift with a tail. It’s predicted that schools will spend $19 Billion dollars on technology in schools. This can range from a variety of devices, apps, software and various “STEM” tools but not necessarily servers, wires, and all that stuff in the closet. Despite this large amount of money invested in technology, the amount of money to support and integrate these tools dwarfs the amount spent on the hardware and software. I’d also wager that a majority of that “support” money is primarily for personnel needed to repair and keep the technology running, not to integrate it into learning. Via Elizabeth E Charles, juandoming, Juergen Wagner
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The technological imperative is writ large across university campuses – helping to create spaces and places for our students to flourish, as we flip, blend and merge our pedagogies to engage the generation “Z “ students – the first ones to arrive in HE with internet access from an early age.
The big data affordances of learner analytics with algorithms to monitor, log, and prompt us to intervene has the potential to automate our progression worries and responses. The drivers for change are evident. The current polarisation of the UK “politick” is reflected in policy for higher education in the UK. The needs of employers are paramount, and education for “public good” has been swept away in pressures to have digital savvy and knowledgeable graduates. Via Elizabeth E Charles
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EDUCAUSE have published the results of their annual survey (1,400 members of the Higher Education community - I assume North American members of EDUCAUSE) on key issues in teaching and learning. The issues are: Via Elizabeth E Charles |