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Steve Ransom

Expanding the Definition of a Flipped Learning Environment | Faculty Focus - 0 views

  • “Ultimately, flipping a classroom involves shifting the energy away from the instructor and toward the students and then leveraging educational tools to enhance the learning environment.”
  • This allows students to spend time problem solving, creating, critiquing, and synthesizing in class with their peers and with their instructor. Students are more active in flipped environments which add a new level of complexity to the classroom.
  • Instructors focus on higher level learning outcomes during class time and lower level outcomes outside of class
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  • focus on involving students in the process of learning during class.
  • The true essence of the flip is really to focus on the student.
  • Flipped classrooms are interactive— sometimes even ‘messy’—because students are working together and solving problems rather than sitting passively listening to a lecture
  • are also risky. Instructors relinquish a degree of control when the energy in the classroom shifts to the students
  • “What do the students need to DO to achieve the learning outcome?”
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    An excellent synthesis of flipped learning... no smoke and mirrors.
Steve Ransom

Multitasking while studying: Divided attention and technological gadgets impair learnin... - 0 views

  • It’s multitasking while learning that has the biggest potential downside
  • 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.
  • Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learnin
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  • “Young people have a wildly inflated idea of how many things they can attend to at once
  • “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources.
  • They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”
  • the assignment takes longer to complete
  • The moment of encoding is what matters most for retention
  • memory of what they’re working on will be impaired if their attention is divided
  • This ability to resist the lure of technology can be consciously cultivated,
  • “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”
  • leads to more mistakes
  • texting and using Facebook—in class and while doing homework—were negatively correlated with college students’ GPAs.
  • “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”
  • academic and even professional achievement may depend on the ability to ignore digital temptations while learning
  • kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.
  • hose who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.
  • students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site
  • “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out.
  • Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.
  • ‘This is a time when you will concentrate on just one thing.’ ”
  • Just make sure when they’re doing schoolwork, the cellphones are silent, the video screens are dark, and that every last window is closed but one.
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    Great piece on the deleterious effects of multitasking on learning and the importance of teaching mindfulness and attention literacy in a highly digital and connected landscape.
Steve Ransom

Ten Tips for Tweeting at Conferences - ProfHacker - Blogs - The Chronicle of Higher Edu... - 0 views

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    Good tips, conference or not.
Steve Ransom

Creativity Becomes an Academic Discipline - NYTimes.com - 0 views

  • “It says: ‘This person is not a drone. They can use this skill set and apply themselves in other parts of the job.’ ”
  • everyone is creative, and can learn to be more so.
  • clarifying, ideating, developing and implementing
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  • freshman seminar course at Penn State that he calls “Failure 101.”
  • “the frequency and intensity of failures is an implicit principle of the course. Getting into a creative mind-set involves a lot of trial and error.”
  • “As soon as someone in the class starts breaking the sticks,” he says, “it changes everything.”
  • “Examine what in the culture is preventing you from creating something new or different. And what is it like to look like a fool because a lot of things won’t work out and you will look foolish? So how do you handle that?”
  • be willing to fail but that failure is a critical avenue to a successful end.
  • Because academics run from failure, Mr. Keywell says, universities are “way too often shapers of formulaic minds,” and encourage students to repeat and internalize fail-safe ideas.
  • When ideas from different fields collide, Dr. Cramond says, fresh ones are generated.
  • rephrasing problems as questions, learning not to instinctively shoot down a new idea (first find three positives), and categorizing problems as needing a solution that requires either action, planning or invention. A key objective is to get students to look around with fresh eyes and be curious. The inventive process, she says, starts with “How might you…”
  • “A lot of people can’t deal with things they don’t know and they panic
  • make creativity happen instead of waiting for it to bubble up. A muse doesn’t have to hit you.”
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    Great article that has many applications to the classroom at all levels!
Steve Ransom

No Child Left Untableted - NYTimes.com - 0 views

  • Entrepreneurs
  • disrupting an industry
  • K-12 isn’t working
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  • or just to profit from it
  • commercial opportunities
  • Plenty of research does indeed show that an individual student will learn more if you can tailor the curriculum to match her learning style, pace and interests; the tablet, he said, will help teachers do that
  • potential customers
  • looking for higher test scores
  • exploit
  • “If it’s not transformative,” Klein told me, “it’s not worth it.”
  • “Now your job is not to dispense knowledge,” Britt told the trainees. “It’s to facilitate learning. No longer is the teacher the bottleneck between students and knowledge. Rather, the teacher architects the environment — in the classroom, on the tablet, online, everywhere.”
  • The Amplify tablet helps make personalization possible.
  • It provides immediate feedback
  • The teacher’s tablet also has an app blocker and monitoring functions that can see and control what’s happening on student tablets
  • must equip our students to compete with counterparts in India and China
  • magic bullets. “There are a lot of hucksters out there,” he said.
  • apostles of disruption,
  • depend on good teaching
  • it can be easier to find money for cool new gadgets than for teachers.
  • Companies with vested interests are pitching themselves as the solution to the country’s educational problems, he says, “but we don’t have research proving it’s true.”
  • Where technology makes a difference, it tends to do so in places with a strong organization dedicated to improving teaching and where students closely engage with teachers and one another.
  • Where technology makes a difference, it tends to do so in places with a strong organization dedicated to improving teaching and where students closely engage with teachers and one another.
  • for sale to schools
  • gaze tracking
  • For data to work its magic, a student has to generate the necessary information by doing everything on the tablet.
  • “We become smitten with the idea that there will be technological solutions to these knotty problems with education, but it happens over and over again that we stop talking to kids.”
  • “You learn how to broadcast, which is not the same thing as what you and I are doing now. Posting strong opinions isn’t a conversation.”
  • wouldn’t it make more sense to devote our resources to strengthening the teaching profession with better recruitment, training, support and pay? It seems misguided to try to improve the process of learning by putting an expensive tool in the hands of teachers we otherwise treat like the poor relations of the high-tech whiz kids who design the tool.
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    What a convoluted mess. Important to see what's happening, trends and initiatives, and the marketing/big business vs. learning in these issues.
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