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Justin Medved

Outlook for online learning in 2013: online learning comes of age - 1 views

www.tonybates.ca/...ok-for-online-learning-in-2013

learning mooc onlinelearning collaboration

shared by Justin Medved on 24 Jan 13 - No Cached
  • Initially in many institutions the move will be crude pedagogically, with an emphasis on video recording of lectures and flipped classes, or merely increasing the amount of online learning supporting regular classes. Over time, though, as instructors get more experience in hybrid learning, get more instructional design support, and greater pressure from the administration, full course re-design will increase, but major redesigns around hybrid learning may take as long as five years in many institutions. One reason for this slow adoption of re-design is the current lack of appropriate models for hybrid learning that have been tested and evaluated; this will change though as experience grows. Best practice for hybrid learning will emerge, as it did for fully online learning.
  • 10. Expect the unexpected: One year: 100%; Three years: 100%; Five years: 100% These are the monsters lurking in the shadows. In online learning, the only thing you can really be certain of is the uncertainty. These are Donald Rumsfeld’s unknown unknowns, so by definition they are unpredictable or non-forecastable. However, there are also some known unknowns that perhaps we should discuss. (MOOCs are good examples – they were known in 2011, but the likelihood that they would take off in 2012 in the way they did was not known, at least by most pundits.) Here are some possible bogeymen to lie awake worrying about:
  • the privatization of post-secondary education in the USA. Many states are in dire financial trouble. Will this result in some states privatizing their public post-secondary education systems? What price would Alabama State University fetch from a commercial buyer and how would that affect the state’s finances? If some states do decide on privatization, expect online learning to increase – indeed, online learning will likely increase in financially challenged states without privatization, because, rightly or wrongly, it will be seen as cheaper; also expect federal student financial aid to take a hit in the USA as Congress grapples with the deficit. a major Internet player (Apple, Google, Facebook or Amazon) jumps into the online learning market, perhaps in partnership with some elite universities, and takes a major share of the for-credit online market, because of lower costs, quality content, and accreditation from elite universities (but with a different category of degree from their on-campus programs) The US Congress backs publishers and shuts down all publicly funded open educational resources; copyright legislation is tightened on US-based Internet companies making it all but impossible to use educational resources over the Internet for free major power shortages/outages, due to bad weather/a surge in energy prices/political activists (pick your reason) makes online delivery increasingly unreliable during winter quantum computing arrives at a reasonable cost and completely changes the game.
  • Justin Medved on 24 Jan 13
     
    "What's primarily going to drive this move to the centre is not MOOCs but hybrid learning, by which I mean the re-design of courses to integrate the best of online and campus-based teaching. This is being driven by dissatisfaction with very large lecture classes in first and second year university courses, the need for increased productivity/better learning in times of economic austerity, and faculty's increasing familiarity with online learning in supporting regular lecture-based classroom teaching."
garth nichols

Anyone Still Listening? Educators Consider Killing the Lecture | MindShift - 2 views

blogs.kqed.org/...s-consider-killing-the-lecture

focus lecture 21st Century Learning cohort21 edtech

shared by garth nichols on 30 Jun 14 - No Cached
  • garth nichols on 30 Jun 14
     
    Is it really the lecture though?
Meg Wallace

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 2 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Meg Wallace on 15 Oct 14 - No Cached
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it. Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      I was really intrigued and inspired by Garfield Gini-Newman's presentation at the Curriculum Leaders' meeting at BVG yesterday, especially his point to ask the big questions at the beginning of the class/unit and have students keep a thinking book/learning log which they update as they learn. I'[m curious to hear from Language Arts teachers on how they think they might utilize this as I certainly would like to! 
  • made me realize how little autonomy students have, how little of their learning they are directing or choosing
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      There's a lot to be said about student choice. One of the things we're pushing at RLC this year is 'choose your own path' and giving students more choice in when/how they demonstrate learning.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
  • Justin Medved on 15 Oct 14
     
    "If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."
garth nichols

"Will this be on the test?" - Medium - 0 views

medium.com/...is-be-on-the-test-237ae9cc53b4

entrepreneurship AltMBA Godin DesignThinking education

shared by garth nichols on 02 Mar 16 - No Cached
  • But, you might say, it’s the internet. We’ve come to associate the internet as low-engagement, a drive-by experience. We take for granted that the internet offers us things that are slightly flaky, or easy. So we’re not surprised when the drop out rate is so high. Easy in, easy out.But it doesn’t have to be this way.The course was as well-designed as a real-world lecture and the teacher was qualified and engaging, but it’s not a surprise that the dropout rate was so high: As soon as education gets difficult (and useful education always gets difficult) it’s social pressure, peer pressure and our own need to fit in and achieve that often keeps us going. The typical online course provides precious little of any of these elements.
  • Lectures are at the heart of the last century of higher learning. A proven scholar orates in front of a class of selected students.Tests are the way institutions enforce compliance. They’re the stick.And accreditation is the carrot. Put up with the lectures and the tests and we’ll give you the certificate, the scarce piece of paper that is (supposed to be) worth far more than the effort you went through to get certified.
  • We’ve seen that when knowledge jobs meet the internet, they change. And now we’re seeing that online education is having trouble acting like a job as well.
  • ...2 more annotations...
  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
  • garth nichols on 02 Mar 16
     
    Seth Godin cogently responds to "How to fix Online Education". He is exploring his answer by running the AltMBA - I am currenlty enrolled in it. I can't wait for the experience!
Derek Doucet

The Flipped Classroom Model: A Full Picture | User Generated Education - 2 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture

Flipped flipped classroom edtech SAMR cohort21

shared by Derek Doucet on 08 Feb 14 - No Cached
  • Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
  • compiled resource page of the Flipped Classroom (with videos and links) can be found at http://www.scoop.it/t/the-flipped-classroom
  • Cisco in a recent white paper, Video: How Interactivity and Rich Media Change Teaching and Learning, presents the benefits of video in the classroom: Establishes dialogue and idea exchange between students, educators, and subject matter experts regardless of locations. Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work. Extends access to scarce resources, such as specialized teachers and courses, to more students, allowing them to learn from the best sources and maintain access to challenging curriculum. Enables students to access courses at higher-level institutions, allowing them to progress at their own pace. Prepares students for a future as global citizens. Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences. Allows students with multiple learning styles and abilities to learn at their own pace and through traditional models.
    • Derek Doucet
      Derek Doucet on 17 Oct 14
       
      Students need to be shown how to make connections to these experts... 
  • ...9 more annotations...
  • Experiential Engagement: The Activity
  • he Flipped Classroom Model
  • The cycle often begins with an experiential exercise.  This is an authentic, often hands-on learning activity that fully engages the student. 
  • They explore what the experts have to say about the topic.  Information is presented via video lecture, content-rich websites and simulations like PHET and/or online text/readings.
  • Conceptual Connections: The What
  • Meaning Making: The So What
  • Learners reflect on their understanding of what was discovered during the previous phases.  It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.
  • Demonstration and Application: The Now What
  • During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives.  This is in line with the highest level of learning within Bloom’s Revised Taxonomy of Learning – Creating - whereby the learner creates a new product or point of view. In essence, they become the storytellers of their learning (See Narratives in the 21st Century: Narratives in Search of Contexts).  A list of technology-enhanced ideas/options for the celebration of learning can be found at: http://usergeneratededucation.wordpress.com/2010/09/09/a-technology-enhanced-celebration-of-learning/
Derek Doucet

The Professors' Big Stage - NYTimes.com - 0 views

www.nytimes.com/...-the-professors-big-stage.html

blended learning MOOC

shared by Derek Doucet on 09 Mar 13 - No Cached
  • How can colleges charge $50,000 a year if my kid can learn it all free from massive open online courses?
  • Sandel had just lectured in Seoul in an outdoor amphitheater to 14,000 people, with audience participation.
  • ecause increasingly the world does not care what you know. Everything is on Google. The world only cares, and will only pay for, what you can do with what you know. And therefore it will not pay for a C+ in chemistry, just because your state college considers that a passing grade and was willing to give you a diploma that says so. We’re moving to a more competency-based world where there will be less interest in how you acquired the competency — in an online course, at a four-year-college or in a company-administered class — and more demand to prove that you mastered the competency.
  • ...3 more annotations...
  • There seemed to be a strong consensus that this “blended model” combining online lectures with a teacher-led classroom experience was the ideal.
  • We demand that plumbers and kindergarten teachers be certified to do what they do, but there is no requirement that college professors know how to teach. No more. The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor.
  • ¶Bottom line: There is still huge value in the residential college experience and the teacher-student and student-student interactions it facilitates. But to thrive, universities will have to nurture even more of those unique experiences while blending in technology to improve education outcomes in measurable ways at lower costs.
garth nichols

Why I'm Asking You Not to Use Laptops - Lingua Franca - Blogs - The Chronicle of Higher... - 3 views

chronicle.com/...-asking-you-not-to-use-laptops

Laptops EdTech

shared by garth nichols on 05 Jan 15 - No Cached
  • On the first day of class, students and I spend the first 30-40 minutes learning something new about how language works (in order to set the tone for the class), and then we go over the syllabus. When we get to the laptop policy, I pause and say, “Let me tell you why I ask you generally not to use laptops in class.” And here’s the gist of what I say after that:
  • There’s also the issue of the classroom environment. I like to foster a sense of conversation here, even in a class of 100 students. If you are on a laptop, I and your peers are often looking at the back of your computer screen and the top of your head, rather than all of us making eye contact with each other. Learning happens best in a classroom when everyone is actively engaged with one another in the exchange of information. This can mean looking up from your notes to listen and to talk with others, which means you may need to make strategic decisions about what to write down. Note-taking is designed to support the learning and retention of material we talk about in class; note-taking itself is not learning. And speaking of what you choose to write down …
  • Now I know that one could argue that it is your choice about whether you want to use this hour and 20 minutes to engage actively with the material at hand, or whether you would like to multitask. You’re not bothering anyone (one could argue) as you quietly do your email or check Facebook. Here’s the problem with that theory: From what we can tell, you are actually damaging the learning environment for others, even if you’re being quiet about it. A study published in 2013 found that not only did the multitasking student in a classroom do worse on a postclass test on the material, so did the peers who could see the computer. In other words, the off-task laptop use distracted not just the laptop user but also the group of students behind the laptop user. (And I get it, believe me. I was once in a lecture where the woman in front of me was shoe shopping, and I found myself thinking at one point, “No, not the pink ones!” I don’t remember all that much else about the lecture.)
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  • In addition, I can find your multitasking on a laptop a bit distracting as the instructor because sometimes you are not typing at the right times; I am not saying anything noteworthy and yet you are engrossed in typing, which suggests that you are doing something other than being fully engaged in our class. And that distracts my attention.
  • First, if you have your laptop open, it is almost impossible not to check email or briefly surf the Internet, even if you don’t mean to or have told yourself that you won’t. I have the same impulse if I have my laptop open in a meeting. The problem is that studies indicate that this kind of multitasking impairs learning; once we are on email/the web, we are no longer paying very good attention to what is happening in class. (And there is no evidence I know of that “practice” at doing this kind of multitasking is going to make you better at it!)
  • A study that came out in June—and which got a lot of buzz in the mainstream press—suggests that taking notes by hand rather than typing them on a laptop improves comprehension of the material. While students taking notes on a laptop (and only taking notes—they were not allowed to multitask) wrote down more of the material covered in class, they were often typing what the instructor said verbatim, which seems to have led to less processing of the material. The students taking notes by hand had to do more synthesizing and condensing as they wrote because they could not get everything down. As a result, they learned the material better.* I think there is also something to the ease with which one can create visual connections on a handwritten page through arrows, flow charts, etc.
  • I figure it is also good for all of us to break addictive patterns with email, texting, Facebook, etc. When you step back, it seems a bit silly that we can’t go for 80 minutes without checking our phones or other devices. Really, for most of us, what are the odds of an emergency that can’t wait an hour? We have developed the habit of checking, and you can see this class as a chance to create or reinforce a habit of not checking too.
  • Of course, if you need or strongly prefer a laptop for taking notes or accessing readings in class for any reason, please come talk with me, and I am happy to make that work. I’ll just ask you to commit to using the laptop only for class-related work.
  • garth nichols on 05 Jan 15
     
    Why we need a balanced approach to the use of computers in the classroom. This is a great partner-piece to Clay Shirky's from 2014...
Justin Medved

Is the flipped class model here to stay? | eduCanon's blog - 0 views

blog.educanon.com/...flippedclassmodel

flipped classroom

shared by Justin Medved on 28 Nov 14 - No Cached
  • Justin Medved on 28 Nov 14
     
    "A recent SpeakUP survey (study here) of 403,000 educators, students, and parents found, among other results, that: 25 percent of administrators believe flipped learning has already had a "significant impact" on transforming teaching and learning in their school or district One out of six math/science teachers are already implementing a flipped learning model 16 percent of teachers are regularly creating videos of their lessons or lectures for students to watch Almost one-fifth of current teachers have "learning how to flip my classroom" on their wish list for professional development this year 66 percent of principals believe pre-service teachers should be learning how to create and use videos within their teacher training programs"
Justin Medved

Skills in Flux - New skills of for the 21st century - 2 views

www.nytimes.com/...skills-in-flux.html

skills 21stcenturyskills

shared by Justin Medved on 25 Mar 15 - No Cached
  • Justin Medved on 25 Mar 15
     
    "As the economy changes, the skills required to thrive in it change, too," says David Brooks in this New York Times column, "and it takes a while before these new skills are defined and acknowledged." He gives several examples: * Herding cats - Doug Lemov has catalogued the "micro-gestures" of especially effective teachers in his book, Teach Like a Champion 2.0 (Jossey-Bass, 2015). "The master of cat herding," says Brooks, "senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education." * Social courage - In today's loosely networked world, this has particular value - the ability to go to a conference, meet a variety of people, invite six of them to lunch afterward, and form long-term friendships with four of them. "People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time," says Brooks. "They build not just contacts but actual friendships by engaging people on multiple levels." * Capturing amorphous trends with a clarifying label - People with this skill can "look at a complex situation, grasp the gist and clarify it by naming what is going on," says Brooks. He quotes Oswald Chambers: "The author who benefits you most is not the one who tells you something you did not know before, but the one who gives expression to the truth that has been dumbly struggling in you for utterance." * Making nonhuman things intuitive to humans - This is what Steve Jobs did so well. * Purpose provision - "Many people go through life overwhelmed by options, afraid of closing off opportunities," says Brooks. But a few have fully cultivated moral passions that can help others choose the one thing they sho
Derek Doucet

7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views

gettingsmart.com/...-tools-for-a-flipped-classroom

flipped classroom personalized learning

shared by Derek Doucet on 09 Mar 13 - No Cached
  • 7 Essential Tools for a Flipped Classroom
  • The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
  • Google Docs
  • ...13 more annotations...
  • The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.
  • Google Docs have many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
  • YouTube
  • Ideal for first-time flippers
  • Teachem
  • Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming.
  • The Flipped Learning Network
  • A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking.
  • Camtasia Studio
  • Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends
  • Edmodo or Schoology
  • eyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources,
  • iscussion and collaboration features, and grading and assessment options.
  • Derek Doucet on 09 Mar 13
     
    7 Essential Tools for a Flipped Classroom - nothing earth shattering but a nicely compiled list. 
Walco Solutions

Academic Projects | Walco Solutions - 0 views

walcosolutions.com/academic_project

shared by Walco Solutions on 18 Mar 15 - No Cached
  • Walco Solutions on 18 Mar 15
     
    We provide the best quality and unique projects at very nominal price. We are updated with the latest technology being used in the industries we try to render the same at the student level for proper technical exposure through our projects. We also conduct proper lectures, practical sessions to guide and prepare students for external viva and competitions. Programmable Logic Controller, Supervisory Control and data acquisition, Human machine Interface, Variable Frequency drive, Instrumentation, Panel designing, Embedded System, Mat lab
mardimichels

'Strings Attached' Co-Author Offers Solutions for Education - WSJ.com - 2 views

m.us.wsj.com/...702304213904579095303368899132

education teaching teachers

shared by mardimichels on 24 Jan 14 - No Cached
  • why grit is a better predictor of success than SAT scores.
  • All of which flies in the face of the kinder, gentler philosophy that has dominated American education over the past few decades. The conventional wisdom holds that teachers are supposed to tease knowledge out of students, rather than pound it into their heads. Projects and collaborative learning are applauded; traditional methods like lecturing and memorization—derided as "drill and kill"—are frowned upon, dismissed as a surefire way to suck young minds dry of creativity and motivation. But the conventional wisdom is wrong
  • most highly effective teachers
  • ...1 more annotation...
  • "They were strict,"
  • mardimichels on 24 Jan 14
     
    This is a really interesting read - why tough teachers get good results.
mardimichels

197 Educational YouTube Channels You Should Know About - InformED : - 2 views

www.opencolleges.edu.au/...7-educational-youtube-channels

youtube

shared by mardimichels on 18 Nov 13 - No Cached
  • Justin Medved on 18 Nov 13
     
    "f you don't have a YouTube channel as an education provider, there's a good chance you're behind the times. Nearly every major educational institution in the world now hosts its own collection of videos featuring news, lectures, tutorials, and open courseware. Just as many individuals have their own channel, curating their expertise in a series of broadcasted lessons. These channels allow instructors to share information and blend media in unprecedented and exciting new ways. From teaching Mandarin Chinese to busting myths about Astronomy, the educational possibilities are virtually endless pun intended! Because we can now sift through thousands of resources while navigating a single repository, the potential for inspiration and growth in the field of education has reached a new height. Here are the top channels worth following based on views, subscriptions, and quality of content:"
  • mardimichels on 18 Nov 13
     
    Thanks Justin for sharing this - definite food for thought!
celeste Kirsh

Neil Gaiman: Why our future depends on libraries, reading and daydreaming - 1 views

www.theguardian.com/...-libraries-reading-daydreaming

#21st Century Learning #creativity #literacy #libraries

shared by celeste Kirsh on 21 Oct 13 - No Cached
  • celeste Kirsh on 21 Oct 13
     
    A lecture explaining why using our imaginations, and providing for others to use theirs, is an obligation for all citizens
Derek Doucet

Modifying the Flipped Classroom: The "In-Class" Version | Edutopia - 1 views

www.edutopia.org/...lass-version-jennifer-gonzalez

flipped

shared by Derek Doucet on 03 Apr 14 - No Cached
  • Flipped Classroom: The "In-Class" Version
  • An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records direct instruction, say, in a video lecture. But instead of having students view the content at home, that video becomes a station in class that small groups rotate through.
  • As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students.
  • ...1 more annotation...
  • This video shows you how to do it:
  • Derek Doucet on 03 Apr 14
     
    This is a significant issue with some students, and there is a relatively easy way around it. Helps with Personalized Learning in the classroom setting.
tantoniades

Life in a 21st-Century English Class | MindShift | KQED News - 4 views

ww2.kqed.org/...n-a-21st-century-english-class

shared by tantoniades on 17 Nov 15 - No Cached
  • Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.
    • tantoniades
      tantoniades on 17 Nov 15
       
      This is where I need to get.  I'm still very much in the "tacking on" phase.
  • My students started by creating a Flickr feed, Facebook page, a YouTube account, a Tumblr blog, and a Twitter account. They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont know what half of these things are, but I'm going to find out - we do Beloved, which is really similar thematically, and my assessment for the unit is really similar (even if it's not tech-based...yet).
  • A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I find this really annoying.  
  • ...3 more annotations...
  • The Museum Box site allows you to build  an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Intriguing.  Go on...
  • My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont mean to be a crank, but this has everything to do with teaching, and nothing to do with technology.
  • Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking. Instead, inquiry and technology are a natural part of our English classes.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Again, I know I'm being a cynical old grump, but you cannot use "technology" and "constructivist" like they're two parts of the same idea.  I think it's perfectly feasible to imagine a constructivist classroom that runs without tech, and vice versa.  Both of them running in harmony...that's the dream, all right.
  • tantoniades on 17 Nov 15
     
    An article about some ways technology can be used to help an inquiry-based high school English class...
  • Derek Doucet on 17 Nov 15
     
    Hey Tony - I think you'd be really interested in TPACK - a tech integration framework that looks at pedagogical knowledge, content knowledge and tech knowledge. For more info check out tpack.org! We'll be looking at these in our third face to face but it sounds like you're ready to delve!
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