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Nigel Coutts

Reflections from EduTech 2017 - The Learner's Way - 24 views

thelearnersway.net/...reflections-from-edutech-2017

reflections edutech learner technology teaching tools learning

shared by Nigel Coutts on 11 Jun 17 - No Cached
  • Nigel Coutts on 11 Jun 17
     
    EduTech in Sydney has been a remarkable experience. A grand celebration of education and an energising gathering of educators ready to share stories and make connections. Despite the rainy weather some 8000 educators came together in the inspiring new International Convention Centre at Darling Harbour and left two days later with hers full of new ideas and wonderings of what might be the future of education. With many ideas still bubbling away here is a brief list of the key take-aways.
Nigel Coutts

The Future of Education - 31 views

thelearnersway.net/...the-future-of-education

review education collaboration learning

shared by Nigel Coutts on 03 Jul 16 - No Cached
  • Nigel Coutts on 03 Jul 16
     
    Reflections from The Future of Education Conference in Florence, Italy After two days of discussing the future of education with a host of educators from around the world in the beautiful city of Florence, the clearest statement on the matter might be that 'it is complicated'.
Gerald Carey

Three Trends That Will Shape the Future of Curriculum | MindShift - 85 views

mindshift.kqed.org/...shape-the-future-of-curriculum

curriculum trends future education

shared by Gerald Carey on 25 Apr 11 - No Cached
  • Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large? Collaborating and customizing. Educators are learning to work together, with their students, and with other experts in creating content, and are able to tailor it to exactly what they need. Critical thinking. Students are learning how to effectively find content and to discern reliable sources. Democratizing education. With Internet access becoming more ubiquitous, the children of the poorest people are able to get access to the same quality education as the wealthiest. Changing the textbook industry. Textbook publishers are finding ways to make themselves relevant to their digital audience. Emphasizing skills over facts. Curriculum incorporates skill-building.
  • Gerald Carey on 25 Apr 11
     
    Sorry forgot the three trends (the above are consequences of these trends) 1. Digital delivery "No longer shackled to books as their only source of content, educators and students are going online to find reliable, valuable, and up-to-the-minute information" 2. Interest driven curriculum "Though students typically have to wait until their third year of college to choose what they learn, the idea of K-12 education being tailored to students' own interests is becoming more commonplace" 3. Skills 2.0 " Instead of learning from others who have the credentials to 'teach' in this new networked world, we learn with others whom we seek (and who seek us) on our own and with whom we often share nothing more than a passion for knowing"
Roland Gesthuizen

Digital Aristotle: Thoughts on the Future of Education - YouTube - 30 views

www.youtube.com/watch

future education youtube

shared by Roland Gesthuizen on 08 Dec 12 - No Cached
  • Some thoughts on teachers, students and the Future of Education.The book kid me is holding in the video is The Way Things Work. If there's a bookish child in your life, you should get them a copy
  • Roland Gesthuizen on 08 Dec 12
     
    "Some thoughts on teachers, students and the Future of Education. The book kid me is holding in the video is The Way Things Work. If there's a bookish child in your life, you should get them a copy"
Nigel Coutts

A New Renaissance - The Future of Education — The Learner's Way - 1 views

thelearnersway.net/...ssance-the-future-of-education

renaissance future education learner

shared by Nigel Coutts on 30 Jun 19 - No Cached
  • Nigel Coutts on 30 Jun 19
     
    This week I am in Florence having spent two days at "The Future of Education" conference. Visiting this city, which has played such a significant role in western history, is inspiring. It encourages one to not only look back at what was, but also to look ahead at what might be, especially when the t
Kurt Schmidt

A Perfect Storm in Undergraduate Education, Part 2 - Advice - The Chronicle of Higher E... - 43 views

chronicle.com/...126969

shared by Kurt Schmidt on 04 Apr 11 - No Cached
  • But, in the past few generations, the imagery and rhetoric of academic marketing have cultivated a belief that college will be, if not decadent, at least primarily recreational: social activities, sporting events, and travel.
  • Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract customers, that's what's colleges are selling.
  • a growing percentage of students are arriving at college without ever having written a research paper, read a novel, or taken an essay examination. And those students do not perceive that they have missed something in their education; after all, they have top grades. In that context, the demands of professors for different kinds of work can seem bewildering and unreasonable, and students naturally gravitate to courses with more-familiar expectations.
  • ...7 more annotations...
  • Students increasingly are pressured to go to college not because they want to learn (much less become prepared for the duties of citizenship), but because they and their parents believe—perhaps rightly—that not going will exclude them from middle-class jobs.
  • At most universities, a student is likely to be unknown to the professor and would expect to feel like a nuisance, a distraction from more important work.
  • As academic expectations have decreased, social programming and extracurricular activities have expanded to fill more than the available time. That is particularly the case for residential students, for whom the possibility of social isolation is a source of great anxiety.
  • College has become unaffordable for most people without substantial loans; essentially they are mortgaging their future in the expectation of greater earnings. In order to reduce borrowing, more and more students leave class early or arrive late or neglect assignments, because they are working to provide money for tuition or living expenses.
  • As students' anxiety about the future increases, no amount of special pleading for general-education courses on history, literature, or philosophy—really anything that is not obviously job-related—will convince most students that they should take those courses seriously.
  • But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.
  • we need to make "rigorous and high-quality educational experiences a moral imperative."
  • D. S. Koelling on 04 Apr 11
     
    ". . . we need to make 'rigorous and high-quality educational experiences a moral imperative.'"
Don Doehla

The Shanghai Secret - NYTimes.com - 26 views

www.nytimes.com/...edman-the-shanghai-secret.html

nytimes article education shanghai

shared by Don Doehla on 01 Nov 13 - No Cached
  • Don Doehla on 01 Nov 13
     
    HANGHAI - Whenever I visit China, I am struck by the sharply divergent predictions of its future one hears. Lately, a number of global investors have been "shorting" China, betting that someday soon its powerful economic engine will sputter, as the real estate boom here turns to a bust. Frankly, if I were shorting China today, it would not be because of the real estate bubble, but because of the pollution bubble that is increasingly enveloping some of its biggest cities. Optimists take another view: that, buckle in, China is just getting started, and that what we're now about to see is the payoff from China's 30 years of investment in infrastructure and education. I'm not a gambler, so I'll just watch this from the sidelines. But if you're looking for evidence as to why the optimistic bet isn't totally crazy, you might want to visit a Shanghai elementary school.
  • Don Doehla on 01 Nov 13
     
    HANGHAI - Whenever I visit China, I am struck by the sharply divergent predictions of its future one hears. Lately, a number of global investors have been "shorting" China, betting that someday soon its powerful economic engine will sputter, as the real estate boom here turns to a bust. Frankly, if I were shorting China today, it would not be because of the real estate bubble, but because of the pollution bubble that is increasingly enveloping some of its biggest cities. Optimists take another view: that, buckle in, China is just getting started, and that what we're now about to see is the payoff from China's 30 years of investment in infrastructure and education. I'm not a gambler, so I'll just watch this from the sidelines. But if you're looking for evidence as to why the optimistic bet isn't totally crazy, you might want to visit a Shanghai elementary school.
trisha_poole

TCRecord: Article - 44 views

www.tcrecord.org/Content.asp

education TCRecord PhD learningdesign learning&teaching educationreform digital literacy digital life modernity

shared by trisha_poole on 27 Mar 12 - No Cached
  • Education as a dwelling in the human experience of reality is ending. As with the Roman Empire, it is ending with a whimper, not a bang.
  • an education is learning to see, to think, to read, and to write.
  • Education is not chasing a grade.
  • ...1 more annotation...
  • Ultimately an education is a deep unfolding involvement with life here on earth. The deeper the involvement in seeing and thinking, the more complex is the dance in which you participate.
  • trisha_poole on 27 Mar 12
     
    A great article on the future of education with a view to a digital education - one where learners are not learning rote facts and figures but rather learning to engage and interact on a deeper level with the content and knowledge.
Maureen Greenbaum

The future of the classroom - Fortune Tech - 5 views

tech.fortune.cnn.com/...the-future-of-the-classroom

Education adaptive epersonaized

shared by Maureen Greenbaum on 15 Jan 13 - No Cached
  • the future of education really hinges on the shifting roles of teacher and student.
  • students will learn at their own pace, using software that adapts to their strengths and weaknesses. In other words: aided by emerging technology, the teacher-student relationship—and the classroom itself—will be remade. That is the coming education revolution.
  • front of a classroom, a teacher would monitor students' progress and assist those who are struggling on an ad-hoc basis.
  • ...3 more annotations...
  • Gates Foundation has invested just under $9 million in a program administered by education nonprofit EDUCAUSE that will allow 20 schools to figure out a solid, financially sustainable way to achieve personalized learning as part of a program called Next Generation Learning Challenges. All of the schools awarded grants will use some combination of digital and traditional instruction.
  • every move a student makes in a digital course will be tracked and analyzed to not only change a program to meet a student's current needs, but to track a student's progress—and determine their educational needs—not just during a given course, but throughout their lives.
  • "The old model of getting educated in four years and coasting for the next 40 years" is growing increasingly less relevant, says Andrew Ng, co-CEO
Deborah van Doren

8 Great TED Talks About The Future Of Education And Teaching | Emerging Education Techn... - 10 views

www.emergingedtech.com/...ture-of-education-and-teaching

shared by Deborah van Doren on 06 Aug 11 - No Cached
  • maureen greenbaum on 06 Aug 11
     
    Ken Robinson: Changing education paradigms Sugata Mitra: The child-driven education Conrad Wolfram: Teaching kids real math with computers Mae Jemison on teaching arts and sciences together Charles Leadbeater: Education innovation in the slums Arthur Benjamin's formula for changing math education Bill Gates on mosquitos, malaria and education Let's use video to reinvent education: Salman Khan
Martin Burrett

Barriers to Educational Equality - 6 views

ukedchat.com/...rriers-to-educational-equality

equality inequality

shared by Martin Burrett on 07 Feb 18 - No Cached
  • Martin Burrett on 07 Feb 18
     
    "In the week marking 100 years since some women were able to vote here in the UK, we are discussing equality in education. In the 21st century Britain, as with most areas of the world, the circumstances of your birth can still determine your educational achievement and your future prospects. We will discuss how educators can begin to change the stagnation in social mobility and inequality of opportunity and achievement, because we simply cannot wait another 100 years to make this a reality."
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
dmassicg

Is Sweden's Classroom-Free School the Future of Learning? - Education - GOOD - 2 views

www.good.is/...-school-the-future-of-learning

learning education future news review

shared by dmassicg on 27 Jan 12 - No Cached
  • Vittra doesn't award traditional grades, either—students are taught in groups according to level—so maximizing diverse teaching and learning situations is a priority. The open nature of the campus and the unusual furniture arrangements reflect the school's philosophy that "children play and learn on the basis of their needs, curiosity, and inclination." That's true for kids all over the world, so let's hope educators in other countries begin to pay attention.
  • dmassicg on 27 Jan 12
     
    Is Sweden's Classroom-Free School the Future of Learning?
Michele Brown

Could This be Your Classroom of the Future - 80 views

edudemic.com/...e-your-classroom-of-the-future

future classroom education technology

shared by Michele Brown on 27 Jul 12 - No Cached
  • Michele Brown on 27 Jul 12
     
    This will make you excited abut the future or envious about what you want in your classroom. This video shows the possibilities of technology and education working together. Produced by Intel, it shows a class of students working with physics and bridge design.
Nigel Coutts

Finding a new paradise for education in times of chaos - The Learner's Way - 12 views

thelearnersway.net/...or-education-in-times-of-chaos

education chaos learner technology teaching creativity

shared by Nigel Coutts on 19 Nov 17 - No Cached
  • Nigel Coutts on 19 Nov 17
     
    Through any lens schools are complex places. A melting pot of human, social, political, economic, technological, physical and philosophical tensions. At once the stronghold of our cultural traditions and facilitators of our future wellbeing, schools serve as pillars of stability constructed at the event horizon between our now and our tomorrow. Perhaps at this point in time more than ever is this tension between the role that schools play in indoctrinating our youth into the ways of society at odds with the imperative to prepare them for their futures.
Jim Brinling

Education Secretary Arne Duncan - WBUR and NPR's On Point with Tom Ashbrook - 0 views

www.onpointradio.org/...ducation-secretary-arne-duncan

Duncan NCLB education future

shared by Jim Brinling on 06 Mar 09 - Cached
  • Jim Brinling on 06 Mar 09
     
    The U.S. secretary of education always has a big bully pulpit. President Barack Obama's brand new secretary of education, Chicago's Arne Duncan, has a big bully pulpit plus a huge pile of stimulus money - one hundred billion dollars - to shake up American education.
Roland Gesthuizen

Dan Pink: How Teachers Can Sell Love of Learning to Students | MindShift - 108 views

blogs.kqed.org/...l-love-of-learning-to-students

learning motivation students teaching assessment DanielPink

shared by Roland Gesthuizen on 20 May 13 - No Cached
  • educators are sellers of ideas
  • Games have the potential to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic
  • If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback.
  • ...2 more annotations...
  • Students who are driven by external rewards (grades, trophies), will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose
  • When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.
  • Roland Gesthuizen on 20 May 13
     
    "Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas. "
Nigel Coutts

How might we prepare our students for an unknown future? - The Learner's Way - 10 views

thelearnersway.net/...students-for-an-unknown-future

students unknown future learner education technology

shared by Nigel Coutts on 23 Jun 19 - No Cached
  • Nigel Coutts on 23 Jun 19
     
    How might we prepare our students for an unknown future? If we accept that we are living in times of rapid change and that the world our children will inhabit is likely to be very different from the world of today, or perhaps more importantly, different from the work our current education system was designed to serve, what should we do to ensure our children are able to thrive?
Diana Irene Saldana

The Future of Education - Charting the Course of Teaching and Learning in a Networked W... - 49 views

www.futureofeducation.com

education learning web2.0 future technology community socialnetworking

shared by Diana Irene Saldana on 30 Sep 13 - Cached
  • Diana Irene Saldana on 30 Sep 13
     
    Charting the Course of Teaching and Learning in a Networked World. The future of education, social network
Nigel Coutts

Reimagining Education for Uncertain Times with David Perkins - The Learner's Way - 11 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.
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