Group items tagged

He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!

However, to be part of the social network and be actively involve citizens, each must become life-long learners. 

or many centuries, education has been focused on the learning of course content, but the learning styles of the students have been ignored .

offers the solutions needed to recruit students into manufacturing, while providing knowledge to those who influence their future career choices. Help us engage our future workforce and  take steps in continuing the growth of the U.S. manufacturing industry.To learn more, please contact Nicholas D'Antonio. 

manufacturing is about

Be Self-directed Learners Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise Demonstrate initiative to advance skill levels towards a professional level Demonstrate commitment to learning as a lifelong process Reflect critically on past experiences in order to inform future progress

Work Independently Monitor, define, prioritize and complete tasks without direct oversight

Manage Goals and Time Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently

Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!

structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasi

upplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program

If a research-based career is not the ultimate plan for doctoral candidates, then they must consider ways to supplement their education with experiences that directly complement their career goals.

As school districts across the country have faced budget gaps, they’ve been forced to cut back. Schools are eliminating programs and cutting teaching jobs and salaries – it’s clear that the U.S. public education system is facing problems. But Wozniak thinks that school systems have not “adapted to children’s needs,” and that computers could help to fill these gaps. Additionally, they could help schools save money. “If you had 30 teachers in a class with 30 students, they’d all get individual attention and be moving at their own paces,” Wozniak said. “So I think someday a computer could possibly be a teacher.”

“School in itself is pretty much a restrictive force on creativity,” he said. “When you come to class, you do the exact same pages in the book, the same hours as everyone else in the class. You don’t go off in your own little directions. This is not the way of the future.”

New technologies are beginning to mimic the capabilities of humans more than ever before. While technology and education experts agree that teachers won’t be replaced by robots anytime soon, computers have helped schools to make strides in student progress and achievement over the past few years. Tools like interactive online education platforms and online courses have demonstrated success, while also helping school districts save money. But to pinpoint successful educational technology, interactivity is key.

  E-Pedagogy: Does e-learning require a new pedagogy?  5 The emergence of e-learning  As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as  Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes  facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora

changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia  is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community

hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie