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Ryan Ingersoll

Why Online Programs Fail, and 5 Things We Can Do About It - Hybrid Pedagogy - 76 views

www.hybridpedagogy.com/...nd-5-things-we-can-do-about-it

shared by Ryan Ingersoll on 31 Jul 14 - No Cached
  • More and different types of learning and teaching are available in the digital environment. We must convince ourselves that we don’t yet understand digital education so we may open the doors more broadly to innovation and creativity
  • we shouldn’t set off on a cruise, and build the ship as we go
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      Why not? I might not be possible in the physical world, but that does not mean it cannot be done in the digital one.
  • Few institutions pay much attention to re-creating these spaces online
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      They do not need to. The digital learning space does not have to be like the physical one.
  • ...5 more annotations...
  • What spaces can we build online that aren’t quantified, tracked, scored, graded, assessed, and accredited?
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      Are social networking applications you are talking about?
  • What we have is a series of online classes with no real infrastructure to support the work that students do on college campuses outside and between those classes
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      In physical schools that work have to be done on campus, because when students leave they become distant from each other. But that does not happen online: students are close together both inside and outside the "campus"; actually, they are simultaneously inside and outside campus.
  • Up to now, online learning has taken little notice of the web upon which it’s suspended
  • Today, the road to access doesn’t necessarily detour through the university, and anyone, of just about any age, can travel it.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 31 Jul 14
       
      This is, of course, an overstatement, as not everyone is prepared, given their development and living conditions, to take advantage of Internet.
  • We’ve created happy little caskets inside which learning fits too neatly and tidily (like forums, learning management systems, and web conferencing platforms). We’ve timed learning down to the second, developed draconian quality assurance measures, built analytics to track every bit of minutiae, and we’ve championed the stalest, most banal forms of interaction — interaction buried beneath rubrics and quantitative assessment — interaction that looks the same every time in every course with every new set of students.
  • Rafael Morales_Gamboa on 31 Jul 14
     
    A critical view about e-learning as it mostly happens today.
  • Ryan Ingersoll on 22 Jul 15
     
    A critical view about e-learning as it mostly happens today.
Nancy White

Educational Leadership:Best of Educational Leadership 2009-2010:21st Century Skills: Th... - 40 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21st century assessment education

shared by Nancy White on 31 Aug 10 - Cached
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Nancy White
      Nancy White on 31 Aug 10
       
      The skills help us learn content. The content gives us context for practicing and learning the skills. It is a symbiotic relationship.
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division. The plan of 21st century skills proponents seems to be to give students more experiences that will presumably develop these skills—for example, having them work in groups. But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Nancy White
      Nancy White on 31 Aug 10
       
      We not only give them experience --but we must model these skills constantly.
  • A growing number of business leaders, politicians, and educators are united around the idea that students need
  • ...1 more annotation...
  • "21st century skills" to be successful today
Casey Finnerty

Wired Up: Tuned out | Scholastic.com - 0 views

www2.scholastic.com/...article.jsp

education

shared by Casey Finnerty on 24 Aug 09 - No Cached
  • Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
    • Tony Baldasaro
      Tony Baldasaro on 24 Aug 09
       
      Whether their brains have developed differently or not, we still need to teach our students differently than we were taught. They are living in different times with different demands and expectations. If we teach to the demands and expectations of our childhood would not meet our students needs.
  • children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
  • "media multi-tasking."
  • ...7 more annotations...
  • Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
    • Tony Baldasaro
      Tony Baldasaro on 24 Aug 09
       
      Is this all happening outside of the classroom?
  • Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
  • "Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
  • "It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
  • Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
    • Tony Baldasaro
      Tony Baldasaro on 24 Aug 09
       
      Why do we need anonymity to get to a deeper level of discourse?
  • "If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
  • Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
    • Casey Finnerty
      Casey Finnerty on 25 Aug 09
       
      Sounds like a quick learner. Does this 15 minute approach really work?
  • Tony Baldasaro on 24 Aug 09
     
    acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"
Maureen Greenbaum

College is a waste of time - CNN.com - 49 views

www.cnn.com/...index.html

college skills

shared by Maureen Greenbaum on 03 Jun 11 - No Cached
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
  • Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
  • ...10 more annotations...
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change. 
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
  • I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
  • 36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
  • college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
  • Failure is punished instead of seen as a learning opportunity.
  • Learning by doing
  • A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
  • creating personal portfolios to showcase their talent.
  • document our accomplishments, and have them socially validated with tools such as LinkedIn
Katie Nettles

What Are You Going To Do To Inspire Students? - 73 views

www.teachthought.com/...oing-to-do-to-inspire-students

shared by Katie Nettles on 18 Jun 14 - No Cached
  • so we focus more on the stuff we can change: curriculum, assessment, and instruction.
    • Katie Nettles
      Katie Nettles on 18 Jun 14
       
      Focusing on instruction is KEY!  Teachers must change the way they teach… teaching straight from a text book- plowing through each chapter- isn't going to inspire students!
  • It can be marked by creativity, innovation, or curiosity. 
  • (You’re not going to see a teacher-dominated classroom full of inspired students; the teacher’s enthusiasm is only useful as an initial catalyst.)
Jennie Snyder

Dear Karl, Scott, Daniel, and John : The Future You Predicted Seems Right On Schedule |... - 40 views

spacesforlearning.wordpress.com/...dicted-seems-right-on-schedule

21st_century_learning Innovation competencies creativity

shared by Jennie Snyder on 08 Dec 13 - No Cached
  • Jennie Snyder on 08 Dec 13
     
    Thoughtful post by Pam Moran on the skills and competencies our students need for future success. In it, she argues that the future is now and that we, as educators, need to rethink and redesign how we prepare students for their future. Must read.
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