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Fatima Anwar

The Integrated Learning Platform: Cardiff Univeristy - Cardiff is everything a good uni... - 0 views

schoolcolleged2l.blogspot.com/...iff-univeristy-cardiff-is.html

glamorgan university hospital of wales learning platform cathays geography Europe the united kingdom tim Sebastian vincent kane education cardiff primary place center for long school kids union southern eastern students

shared by Fatima Anwar on 02 Nov 13 - No Cached
  • Fatima Anwar on 02 Nov 13
     
    Cardiff University is recognized in independent government tests as one of The British leading educating and analysis colleges. Established by Royal Charter in 1883, the University today brings together impressive modern facilities and a powerful approach to educating and analysis with its proud culture of service and accomplishment. Cardiff University is the biggest University of mature education and learning in Wales, with the Cardiff Center for Long term Studying offering several hundred programs in locations across Southern Eastern Wales. The University's lifelong learning actions also include the professional growth work performed by educational institutions for companies, and many of these is custom-made to match an individual business's needs. The Center also provides business terminology training at all levels. Founded: 1883. Structural features: Merged with University of Wales College of Medicine (UCWM) in 2004. Location: Close to Cardiff city center. Healthcare care learners also at hospital website, Heath Recreation area University, 1 mile away. Getting there: Cardiff Primary Place on the national train network; trainers to bus station (next to train station); M4 from London and M5 (west county and Midlands). For school, frequent teaches from Primary Place to Cathays station (on campus), regional vehicles from bus station (53, 79, 81 for main campus; 8 or 9 for hospital site). Academic features: 4-year incorporated food techniques, 5-year two-tier techniques in structure and town planning. 5-year medical and dental programs, plus foundation season for those without science backgrounds; medical teaching throughout Wales. Awarding body: Cardiff University; Wales University for some healthcare programs. Main undergrad awards: BA, BD, BDS, BMus, BN, BSc, BEng, BScEcon, LLB, BArch, MB BCh, MPhys, MChem, MEng, MPharm. Length of courses: 3 years; others 4 and 5 decades. Library & IT facilities: Integrated collection,
Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

www.thejournal.com/...24308_3

learning learners curriculum collaboration future of education games technology

shared by Ruth Howard on 02 May 09 - No Cached
  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • ...1 more annotation...
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Ruth Howard on 02 May 09
     
    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  • Ruth Howard on 02 May 09
     
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
David Peter

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

shared by David Peter on 23 Mar 09 - Cached
  • Now, with study becoming a lifelong enterprise, and with the advent of a galaxy of new media, “learning” seems once again poised to become all things to all people, be they lay or scholarly.
    • David Peter
      David Peter on 23 Mar 09
       
      So, since we are all lifelong learners with access to transparent, pervasive and ubiquitous technology ... not sure NEW media is all that NEW.
  • learning that do not occur automatically, readily, naturally, or by dint of simply living in a certain place at a certain time
    • David Peter
      David Peter on 23 Mar 09
       
      Almost seems to be speaking of PROGRAMMED learning, and not the new learning environment/commons. Isn't all learning contextual?
  • we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before
    • David Peter
      David Peter on 23 Mar 09
       
      Barr and Tagg mentioned this SHIFT earlier.
  • ...7 more annotations...
  • advent of a galaxy of new media
    • David Peter
      David Peter on 23 Mar 09
       
      What NEW media are they speaking of? The NEW media is always changing and may be difficult to specifically link to lifelong learners. Prensky speaks of digital natives and digital immigrants. Does all media work for all readers/users?
  • we may well have reached a set of tipping points
    • David Peter
      David Peter on 23 Mar 09
       
      We are BEYOND the tipping point. More likely to be a GROUNDSWELL and it's up to us to ride the wave or not.
  • learning may be at once more individual
    • David Peter
      David Peter on 23 Mar 09
       
      Thanks to technology, or inspite of technology?
  • Both the demands of the workplace and the demands of education have changed profoundly and promise to do so for the foreseeable future.
    • David Peter
      David Peter on 23 Mar 09
       
      And, in addition, the focus has shifted to global learning, and not localized learning. The advent of 21st century skills, the reemergence of liberal education ... all are continuing to change and demand change.
  • technology is often cited as a primary driver of cultural change
    • David Peter
      David Peter on 23 Mar 09
       
      Interesting thought. Is this an anthropological conclusion? A social conclusion? Who has cited this?
  • One could argue that a strictly formal learning experience is characterized by classroom-based instruction featuring an explicit curriculum and traditional pedagogical goals, and scaffolding implemented by a single educator; a pure informal learning experience lacks all of these characteristics
    • David Peter
      David Peter on 23 Mar 09
       
      This would imply that informal learnnig, without structure, is somehow inferior. Isn't the tone of learning set by the classroom, the teacher and other variables?
  • A successful informal learning practice depends upon an independent, constructivistically oriented learner who can identify, locate, process, and synthesize the information he or she is lacking
    • David Peter
      David Peter on 23 Mar 09
       
      Hard to imagine that this can ONLY occur with a constructivist paradigm?
Nigel Coutts

Becoming Learners: Making time for OUR Learning - The Learner's Way - 4 views

thelearnersway.net/...s-making-time-for-our-learning

learners learning Education teaching

shared by Nigel Coutts on 21 Jan 18 - No Cached
  • Nigel Coutts on 21 Jan 18
     
    At the heart of all that we do as teachers lies the act of learning. Our hope is that our actions inspire our students to engage in a process that results in their acquisition of new knowledge, mastery of new skills and the development of capacities and dispositions which will prepare them for life beyond our classrooms. Increasingly our focus is on developing the skills and dispositions our students require to become life-long learners. We recognise that in a rapidly changing world, the capacity to take charge of your personal learning journey, to become self-navigating learners is essential. 
Kathleen Porter

Educational Leadership:Technology-Rich Learning:Students First, Not Stuff - 1 views

www.ascd.org/...Students-First,-Not-Stuff.aspx

learning richardson edtech pedagogy education edchat students teaching collaboration

shared by Kathleen Porter on 28 Mar 13 - No Cached
  • What Do We Mean by Learning?
  • allowing students to pursue their interests in the context of the curriculum
  • Teachers must be colearners with kids, expert at asking great, open-ended questions and modeling the learning process required to answer those questions. Teachers should be master learners in the classroom
  • ...13 more annotations...
  • What Does It Mean to Be Literate?
  • What Does It Mean to Be Educated?
  • What Do Students Need to Know?
  • developing the skills and dispositions necessary for them to learn whatever they need to learn whenever they need to learn it? That means rethinking classrooms to focus on individual passions, inquiry, creation, sharing, patient problem solving, and innovation
  • start with the questions that focus on our students
  • Instead of helping our students become "college ready," we might be better off making them "learning ready," prepared for any opportunity that might present itself down the road
  • With access, and with a full set of skills and literacies to use this access well, we now have the power to create our own education in any number of ways
  • manage, analyze, and synthesize multiple streams of simultaneous information
  • Some, like Stanford professor Howard Rheingold, believe that technology now requires an attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it—for users to be productive. Professor Henry Jenkins at the Massachusetts Institute of Technology (MIT) advocates for transmedia literacy, which includes networking and performance skills that take advantage of this connected, audience-rich moment.
  • it's about addressing the new needs of modern learners in entirely new ways. And once we understand that it's about learning, our questions reframe themselves in terms of the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change
  • Right now, we should be asking ourselves not just how to do school better, but how to do it decidedly differently
  • Learning is now truly participatory in real-world contexts. The transformation occurs in that participation, that connection with other learners outside school walls with whom we can converse, create, and publish authentic, meaningful, beautiful work
  • what do we do as schools become just one of many places in both the real and virtual world where our students can get an education? Welcome to what portends to be the messiest, most upheaval-filled 10 years in education that any of us has ever seen. Resistance, as they say, is futile
  • Kathleen Porter on 28 Mar 13
     
    "Putting technology first-simply adding a layer of expensive tools on top of the traditional curriculum-does nothing to address the new needs of modern learners."
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

www.ncrel.org/...te800.htm

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
  • ...4 more annotations...
  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
patricajohnson51

The Future of Learning: Thriving with Online Assignment Assistance - 7 views

Thanks for sharing insights on the future of learning! Online assignment assistance is indeed a reliable companion for students seeking academic success.

college university student education takemyclasscourse

started by sophiya miller on 08 Dec 23 1 follow-up, last by patricajohnson51 on 11 Jan 24
Nigel Coutts

Agency and Mathematics - The Learner's Way - 9 views

thelearnersway.net/...agency-and-mathematics

mathematics education learning thinking agency

shared by Nigel Coutts on 18 May 21 - No Cached
  • Nigel Coutts on 18 May 21
     
    Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed? How might this change if we seek to understand the place that learner agency plays in producing learners who will emerge from our classrooms with a love of mathematics and a deep understanding of its beauty?
David McGavock

About Startl | Startl - 30 views

startl.org/about

startl socialmedia web2.0 tools collaboration resources

shared by David McGavock on 16 Nov 10 - Cached
  • David McGavock on 16 Nov 10
     
    About Startl Accelerating the process of innovation. Changing the future of learning To realize the promise of learner-centered education, we must create pathways by which sound, innovative, technology-based products and services can evolve, mature and get to market at lower costs. Startl™ is a new social enterprise dedicated to supporting the innovation of effective, affordable, and accessible learning products. Startl's focus is creating the conditions for success that let innovators create and capitalize products that truly help learners learn."
Nigel Coutts

Thinking and learning in the postnormal era - The Learner's Way - 4 views

thelearnersway.net/...learning-in-the-postnormal-era

thinking learning postnormal post truth education teaching

shared by Nigel Coutts on 01 Sep 19 - No Cached
  • Nigel Coutts on 01 Sep 19
     
    We live in a time of chaos, complexity and contradiction. (Sardar, 2010 [1]) Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality (Friedman, 2016 [2]) These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners. 
sophiya miller

Master Your Courses with Ease: Dive into the World of TakeMyClassCourse - 2 views

Welcome to the digital age, where the pursuit of knowledge has taken on new dimensions with the advent of online education. As students navigate the complex landscape of virtual classrooms and e-le...

college university education student takemyclasscourse

started by sophiya miller on 09 Dec 23 no follow-up yet
erikerickson

How Does the Brain Learn Best? Smart Studying Strategies | MindShift - 41 views

blogs.kqed.org/...best-smart-studying-strategies

brain studying strategies

shared by erikerickson on 09 Sep 14 - Cached
  • pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research
  • Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
  • We can be tactical in our schooling.
  • ...16 more annotations...
  • forgetting serves as a powerful spam filter
  • when the brain has to work hard to retrieve a half-forgotten memory (such as when reviewing new vocabulary words you learned the day before), it re-doubles the strength of that memory.
  • The brain is a foraging learner.
  • The human brain evolved to pick up valuable pieces of information here and there, on the fly, all the time, and put it all together
  • and it’s not only during study or practice
  • By foraging in this way, the brain is “building knowledge continually
  • Forgetting isn’t always bad.
  • Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.
  • Varying the studying environment
  • can help reinforce and sharpen the memory of what you learn.
  • A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.
  • Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it
  • Experimenting With Learning Tactics
  • benefits of sleep (which improves retention and comprehension of what you learn), perceptual learning modules and mixing up different kinds of related problems or skills in practice sessions instead of repetitively rehearsing just one skill at a time.
  • teachers see all sorts of reforms come and go, and they’re skeptical
  • Surviving the Modern Jungle
  • Paul Beaufait on 09 Sep 14
     
    Chen sums up an interview about Benedict Carey's book, How We Learn: The Surprising Truth about When, Where, and Why It Happens, highlighting and exemplifying take-away messages for self-directed learners as well as teachers.
Nigel Coutts

Avoiding Assessment Mistakes - The Learner's Way - 6 views

thelearnersway.net/...avoiding-assessment-mistakes

assessment learner education teaching learning

shared by Nigel Coutts on 16 Jul 17 - No Cached
  • Nigel Coutts on 16 Jul 17
     
    Assessment is arguably the piece of the learning cycle we get most wrong. Whether looked at from the perspective of the learner, the teacher, the school administrator, the politician or the parent, assessment is misunderstood and poorly utilised as a tool for learning. The importance of changing this situation is only made more salient in light of the countless research studies from the likes of Jon Hattie & Dylan Wiliam that points to the power of effective assessment. So, what are the common mistakes and how might we avoid them?
Miles Berry

Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin G... - 0 views

www.masternewmedia.org/in-our-education-future-part-1

PLE personalisation personalised learning informal learning network Downes

shared by Miles Berry on 08 Feb 09 - Cached
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants. There is no leader; each person participates as they deem appropriate. There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
    • Miles Berry
      Miles Berry on 08 Feb 09
       
      WAYKLWYNL, Informal Learning
  • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
  • Miles Berry on 08 Feb 09
     
    Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
Roland Gesthuizen

The Innovative Educator: Why I will no longer work to differentiate instruction! - 0 views

theinnovativeeducator.blogspot.com/...-i-will-no-longer-work-to.html

educator instruction education differentiatedlearning learning thinking

shared by Roland Gesthuizen on 19 May 11 - No Cached
  • many teachers groan when anyone talks about differentiated instruction because it just makes them feel inadequate
  • The conversation must evolve from “Differentiating Instruction” to “Differentiating Learning
  • Roland Gesthuizen on 19 May 11
     
    "What we really need to help occur in classroom is differentiated "learning". This accomplishes the student ownership of the learning, allows for a passion-driven approach, shifts the responsibility for the learning to the learner (where it belongs) and changes the teachers role to what you consistently advocate."
Wendy Windust

WIDE World - Program Overview - 14 views

wideworld.pz.harvard.edu/...index.html

world wide program wow

shared by Wendy Windust on 11 Nov 09 - Cached
  • Wendy Windust on 11 Nov 09
     
    Our goal is to transform school systems by developing professional communities of teachers and school leaders with interactive online courses and on-site support programs that enable schools to cultivate the critical learning students need for the 21st century world. Research-Based. WIDE World professional development programs are based on Teaching for Understanding, a classroom-tested framework developed through research at the Harvard Graduate School of Education. Online. WIDE World courses are conducted online and are asynchronous. This allows for flexible, adaptive, and convenient learning for all participants, regardless of location or schedule. Job-embedded. Through our courses, WIDE World learners integrate research-based strategies in their own workplace. Online coaches support cycles of learning, applying, and reflecting as teams of educators improve lesson plans, instruction, and data-driven action projects. Team-Based with Coaching. Systemic change requires coordinated effort from all stakeholders. Expert coaches help teachers, leaders, and specialists work in teams to develop a common language for defining and achieving shared goals. Tailored for Local Impact. WIDE World works with you to design professional development programs adapted precisely to address the needs of your school, program, district, or system and build local capacity for continuous improvement. Global Learning. In the online environment, participants collaborate with innovative educators from across the US and around the globe.
Nigel Coutts

Reimagining Education for Uncertain Times with David Perkins - The Learner's Way - 7 views

thelearnersway.net/...rtain-times-with-david-perkins

education thinking lifeworthy future wise

shared by Nigel Coutts on 23 Aug 20 - No Cached
  • Nigel Coutts on 23 Aug 20
     
    These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.
Susan Oxnevad

3 Ways to Embrace Change This Year - 0 views

d97cooltools.blogspot.com/...-embrace-change-this-year.html

cool tools learners ways change blended learning

shared by Susan Oxnevad on 01 Jan 13 - No Cached
  • Susan Oxnevad on 01 Jan 13
     
    Teachers embracing technology to support the Common Core and new ways of teaching may want to get organized and prepared for some positive changes. Here are 3 ways to get  ready for change in the New Year.
Nigel Coutts

The BIG Three for Managing Change - The Learner's Way - 6 views

thelearnersway.net/...-big-three-for-managing-change

managing change learner education teaching learning

shared by Nigel Coutts on 05 Feb 17 - No Cached
  • Nigel Coutts on 05 Feb 17
     
    Understanding responses to change is critical and with the predicted future of education increasingly being linked to innovative practices which prepare students for an unknown future change is a central theme
Judy Robison

Language Learning by iPod: An Emerging Model | Research & Articles - 35 views

masieweb.com/...-by-ipod-an-emerging-model.htm

web2.0 language

shared by Judy Robison on 31 Mar 10 - Cached
Gideon Burton liked it
  • What we see in these podcasts are some best practices - using social web tools to enhance online language learning and innovative approaches to utilizing podcasting for educational goals.  While language learning has been around as long as human beings have spoken more than one tongue, the model here is uniquely designed for the Web 2.0 world. Static lesson content is transformed into 'lesson events' by focusing student attention around specific content and encouraging student involvement to further enhance the originally designed lesson.  Podcasts, with their conversational nature, rapid publication cycle and modular architecture can further transform learning into an engaging, fresh and personalized experience. This actually takes steps into Learner 2.0 where the learner changes their experiences and behaviors through a collaborative process as they interact with the content, other users, and the instructors.
  • Judy Robison on 31 Mar 10
     
    Commentary on using podcasts to teach language.
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