TeachThought21st Century Learning is Not A Program - 65 views
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The argument being made is that we are ignoring societal shifts and continue to teach to a target audience that doesn’t exist and we’re preparing them for a market that doesn’t exist (Marx, 2006).
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nstead, we have become a massive test-prep industry
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The Siege of Academe - www.washingtonmonthly.com - Readability - 1 views
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Thiel fellowship.”
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PR move
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Timeline for Planning a Breakthrough Model School | EDUCAUSE.edu - 2 views
1.06 File:Hmong women at Coc Ly market, Sapa, Vietnam.jpg - Wikimedia Commons - 11 views
Dan Pink's Drive: A Scholarly Book Review - 20 views
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we have a responsibility to ensure that our students develop skills to perform heuristic tasks in order to compete in the job market.
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According to SDT the three basic psychological needs for motivation are competence, where one feels effective and efficacious; relatedness, where one feels close and connected to others; and autonomy, where one feels causation and ownership of one’s behavior
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Starkey (2011) suggests that creativity is the penultimate learning experience and that sharing the knowledge is the ultimate goal (p. 25), a concept supported by Siemen’s (2004) connectivism learning theory, where learning and knowledge rests on a number of opinions that when connected allows us to know more (2004).
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At Small Colleges, Harsh Lessons About Cash Flow -NYT.416 - 23 views
Good To Great Advice for Growth Mindsets - 61 views
Alchemy, Innovation, and Learning, in 2025 | EDUCAUSE - 12 views
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For example, all of us can relate to how we moved, in financial record-keeping, from paper processes to our present reconceptualized approach. First, we duplicated the by-hand processes and forms into a digital format, including all the checking and rechecking by people. Only when we had convinced ourselves that a digital world was possible, that it was reliable, and that the output was valid did we rethink the process of what needed to be done and for what purpose. Only then did we redesign the approval process, for instance, to include human checking only when required by best practice under audit standards. At that point, true reconceptualization (reengineering, disruption) occurred.
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"For example, all of us can relate to how we moved, in financial record-keeping, from paper processes to our present reconceptualized approach. First, we duplicated the by-hand processes and forms into a digital format, including all the checking and rechecking by people. Only when we had convinced ourselves that a digital world was possible, that it was reliable, and that the output was valid did we rethink the process of what needed to be done and for what purpose. Only then did we redesign the approval process, for instance, to include human checking only when required by best practice under audit standards. At that point, true reconceptualization (reengineering, disruption) occurred."
Texting With Teachers Keeps Students in Class -- THE Journal - 2 views
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While much of the deluge was back-and-forth banter on tardiness, homework, or grade anxiety, Campbell also began using the constant communiqués as a means to engage students in learning. He began texting a daily journal topic every morning and encouraged students to think about it before they came to class. So far, it's been largely effective, perhaps as a result of the psychology that makes cell phones so addictive for teens in the first place.
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"Everyone has a compulsion to read that text message when it bleeps, bings, chimes, or vibrates. No exceptions," Campbell has written of the program. "Sooner or later you have to open that text and read it. It's like captive-audience advertising, but for the good guys in education, rather than marketing."
Teachers Should Battle Poor Publicity | Edutopia - 40 views
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teaching must become a profession that demands more positive attention. We can't afford to be modest anymore
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new teachers to take a course in publicity, learn to pitch and sell what you do, so that people know your worth. Learn how to control your own public relations
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Teachers have insider knowledge of school successes, so it is our duty to go public with those victories, big and small
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Kids Art Market - 0 views
30 logotipos con mensajes ocultos: cuando la publicidad se lee entre líneas :... - 26 views
The real economics of massive online courses (essay) | Inside Higher Ed - 2 views
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Is there a model out there, or an institution/student mix that could effectively utilize MOOCs in such a way as to get around this flaw? It’s hard to tell. Recent articles on Inside Higher Ed have suggested that distance education providers (like the University of Maryland’s University College – UMUC) may opt to certify the MOOCs that come out of these elite schools and bake them into their own online programs. Others suggest that MOOCs could be certified by other schools and embedded in prior learning portfolios.
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The fatal flaw that I referred to earlier is pretty apparent: the very notions of "mass, open" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
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In other words, as economists tell us, students themselves are an important input to education. The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
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Education Week: Battle for Whiteboard-Market Supremacy Heats Up - 2 views
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"There's still a place for the main focus of the class to be on a shared screen, whether that's an IWB [interactive whiteboard], an interactive monitor, or whatever," says Danny Nicholson, the author of The Whiteboard Blog, in an email.
17 U.S. Code § 107 - Limitations on exclusive rights: Fair use | LII / Legal ... - 2 views
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Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include— (1) the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes; (2) the nature of the copyrighted work; (3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and (4) the effect of the use upon the potential market for or value of the copyrighted work. The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors.
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