Skip to main content

Home/ Diigo In Education/ Group items tagged no_tag learning Education

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
D. S. Koelling

A Perfect Storm in Undergraduate Education, Part I - Advice - The Chronicle of Higher E... - 40 views

chronicle.com/...126451

shared by D. S. Koelling on 28 Feb 11 - No Cached
  • at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."
  • What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?
  • students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.
  • ...10 more annotations...
  • Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities.
  • It has become difficult to give students honest feedback.
  • As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. That makes it necessary to recruit even more unprepared students, who then must be retained, shifting the burden for academic success away from the student and on to the teacher.
  • Although a lot of emphasis is placed on research on the tenure track, most faculty members are not on that track and are retained on the basis of what students think of them.
  • Students gravitate to lenient professors and to courses that are reputedly easy, particularly in general education.
  • It is impossible to maintain high expectations for long unless everyone holds the line in all comparable courses—and we face strong incentives not to do that.
  • Formerly, full-time, tenured faculty members with terminal degrees and long-term ties to the institution did most of the teaching. Such faculty members not only were free to grade honestly and teach with conviction but also had a deep understanding of the curriculum, their colleagues, and the institutional mission. Now undergraduate teaching relies primarily on graduate students and transient, part-time instructors on short-term contracts who teach at multiple institutions and whose performance is judged almost entirely by student-satisfaction surveys.
  • Contingent faculty members, who are paid so little, routinely teach course loads that are impossible to sustain without cutting a lot of corners.
  • Many colleges are now so packed with transient teachers, and multitasking faculty-administrators, that it is impossible to maintain some kind of logical development in the sequencing of courses.
  • Students may be enjoying high self-esteem, but college teachers seem to be suffering from a lack of self-confidence.
  • Steve Ransom on 28 Feb 11
     
    So many issues here to deal with. Good read.
Michelle Ohanian

Study Finds That Online Education Beats the Classroom - Bits Blog - NYTimes.com - 0 views

bits.blogs.nytimes.com/...-education-beats-the-classroom

shared by Michelle Ohanian on 20 Aug 09 - Cached
  • The report examined the comparative research on online versus traditional classroom teaching from 1996 to 2008. Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military.
    • tom campbell
      tom campbell on 20 Aug 09
       
      This is an important paragraph - most of this research is beyond K-12. It doesn't diminish the promise that 2.0 and future techs can assist in creating individualized learning opps - and it soundly heralds the death of "learning by lecture" - an approach that has both failed and bored generations of students!
  • More and more, students will help and teach each other, he said.
    • Cindy Dean
      Cindy Dean on 20 Aug 09
       
      This only makes sense. Research continues to support collaborative learning and student-centered classrooms.
    • Michelle Ohanian
      Michelle Ohanian on 16 Sep 09
       
      I agree that it needs to be more personal and not about checking off a task as complete. In 2 online courses I took this summer, the discussion board comments were mostly insipid. I wish the teacher had thought about how to facillitate the online discussion to push our thinking. Perhaps to redirect false comments into real analysis and reflection of the questions posted.
  • ...1 more annotation...
    • Michelle Ohanian
      Michelle Ohanian on 16 Sep 09
       
      This leaves out many special populations of students. My English Language Learners need exposure and modeling in how to negoticate online course. My school district discourage them from taking the summer courses. I can't think of an example in which my student knew more than I did about web2.o.
  • Jane St. Pierre on 21 Aug 09
     
    Peer teaching is a powerful learning tool. Technology can help enlarge the number of peers.
Maureen Greenbaum

Why Adaptive Learning Is Essential For A Kindergarten Math Curriculum - 2 views

education.ezinemark.com/h-curriculum-7d30a1828ddf.html

shared by Maureen Greenbaum on 30 Sep 11 - No Cached
  • Maureen Greenbaum on 30 Sep 11
     
    "r advantage of computer adaptive learning programs is that they provide reports for parents and educators"
Marti Pike

Should Personalization Be the Future of Learning? - Education Next : Education Next - 48 views

educationnext.org/ersonalization-future-learning

shared by Marti Pike on 28 Apr 15 - No Cached
  • Effective instruction requires understanding the varying cognitive abilities of students and finding ways to impart knowledge in light of that variation
    • Marti Pike
      Marti Pike on 13 Feb 16
       
      Baby/Bathwater...Use tech. to help differentiate speed.  Teacher stays in control with the help of feedback from learning programs. 
  • can be done in classrooms with students sitting in beanbags holding iPads and Chromebooks.
  • privacy
  • ...2 more annotations...
  • They can Google but lack the skills to find the information they need or to assess the relevance or truth of what they find.
  • children are more alike than different in how they think and learn,
  • justpawz on 29 Apr 15
     
    Personalisation in Education
Mary Maine

Four Assessment Strategies for the Flipped Learning Environment - 67 views

www.facultyfocus.com/...e-flipped-learning-environment

shared by Mary Maine on 10 Aug 15 - No Cached
  • Mary Maine on 10 Aug 15
     
    One of the keys to success is to have assessments that provide reliable information about student learning in the various phases of flipped learning.
Scott Walters

Is technology producing a decline in critical thinking and analysis? / UCLA N... - 0 views

newsroom.ucla.edu/...producing-a-decline-79127.aspx

shared by Scott Walters on 01 Feb 09 - Cached
  • Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did.
    • andrew torris
      andrew torris on 01 Feb 09
       
      I wonder when researchers will realize that lecture is not the best way to teach and interact with students? Of course students using the net during a lecture did not hear and process all that was being said, but.... did any bother to measure what they were learning and how the customization of the learning may have addressed the differentiation needs of the learners?
    • Jeffrey Plaman
      Jeffrey Plaman on 02 Feb 09
       
      Or, I wonder how many of us would EXPECT our students to listen to use lecture while we "encouraged" them to use the internet at the same time? Would you listen? Shifted teachers who know how to use tech effectively also know when to NOT use tech.
  • "Wiring classrooms for Internet access does not enhance learning," Greenfield said.
    • andrew torris
      andrew torris on 01 Feb 09
       
      I will agree here. Wiring does not improve learning. What improves learning is teaching educators how to engage students to use the "wiring" to create, collaborate, share and publish. The net and "wires" allows students to delve deep into learning and apply their research rather that sit and "git".
Ms. Nimz

If Students Learn Differently, Why Do Public Schools Only Support One Way? « ... - 66 views

mobilelearningblog.com/...c-schools-only-support-one-way

shared by Ms. Nimz on 14 Jan 11 - No Cached
  • true change for the better most often happens in a disruptive manner
  • learning should be tailored to the needs of each individual student
  • learning styles that match the instructor’s teaching style can be a significant factor in developing “smart kids.”
  • Roland Gesthuizen on 14 Jan 11
     
    "I've been reading the book Disrupting Class by Clayton Christensen recently. While I'm only half-way through the book, it has provided some interesting and thought-provoking ideas about lesson content, pedagogy and individual student needs as they relate to pubic schools."
  • Roland Gesthuizen on 14 Jan 11
     
    An review that reflects on our different learning styles. Has anybody read this book?
  • Ms. Nimz on 15 Jan 11
     
    Daniel Willingham is a cognitive scientist who wrote a book called "Why Don't Students Like School?" His ideas are supported by science. Clayton Christensen is a business professor His ideas about education are not as well supported.
anonymous

Meaningful Problem Solving (Professional Learning that Shifts Practice Part 2) - Katie ... - 6 views

katielmartin.com/...ng-that-shifts-practice-part-2

shared by anonymous on 25 Apr 17 - No Cached
  • creating experiences that provide opportunities to grapple with challenges that are meaningful to individuals in their context. In order for teachers to do this in their classrooms it is important that they have similar experiences in their own learning.
    • anonymous
      anonymous on 25 Apr 17
       
      PD needs to model lessons and also needs to have focused discussion to 'debrief' and reinforce the learning.
  • Be curious and open to all ideas Seek  to improve learning (students and educators) Expect growth, not perfection Focus reflection how to improve your work, not others Ground work in evidence of learning, not assumptions
    • anonymous
      anonymous on 25 Apr 17
       
      May need to be stated up front at PD.
trisha_poole

We Don't Need Digital Textbooks, We Just Need Digital Education | Singularity Hub - 0 views

singularityhub.com/...t-need-digital-education-video

shared by trisha_poole on 29 Nov 11 - No Cached
  • Have you ever seen a grassy lawn on a college campus with a multitude of little dirt paths criss crossing it? Each trail is worn by students making the same decision, branching where someone thought to head somewhere new and others followed. That’s the right model for how we should let students teach themselves.
    • trisha_poole
      trisha_poole on 29 Nov 11
       
      Metaphor for textbooks and learning?
  • We need writers, and filmmakers, and animators, and everyone else who generates educational content. We need editors and watchdogs to evaluate the content and make sure it is good. We need teachers who can hold students hands as they walk their educational path, and who can inspire them to explore areas they may find boring at first. We need supervisors and tests to evaluate how well this system is working. We need parents and communities to decide our expectations for that system. We need all those things.
  • The future of education doesn’t depend on us digitizing and updating textbooks, it will rely on us leaving the textbook format behind entirely.
  • ...1 more annotation...
  • Every page of Life on Earth will be filled with compelling animations of biological processes, real footage of organisms, and interviews with scientists. The textbook won’t be a dead piece of paper, it will be alive, constantly updated by the latest in scientific understanding. There will likely be homework servers and online forums to connect students together.
Maureen Greenbaum

Grade Change: Tracking Online Education in the United States, 2013 | The Sloan Consortium - 34 views

sloanconsortium.org/...grade-change-2013

shared by Maureen Greenbaum on 20 Jan 14 - No Cached
  • 7.1 million of higher education students are taking at least one online course. The 6.1 % growth rate represents over 400,000 additional students taking at least one online course. The percent of academic leaders rating the learning outcomes in online education as the same or superior to those as in face-to-face instruction, grew from 57% in 2003 to 74% in 2013. The number of students taking at least one online course continued to grow at a rate far in excess of overall enrollments, but the rate was the lowest in a decade.
  • Maureen Greenbaum on 20 Jan 14
     
    Using responses from more than 2,800 colleges and universities, this study is aimed at answering fundamental questions about the nature and extent of online education: Download 45 page pdf
amcconnell06

Why media tablets will transform education | Accenture Outlook - 48 views

www.accenture.com/...s-can-transform-education.aspx

shared by amcconnell06 on 29 Jan 13 - No Cached
    • amcconnell06
      amcconnell06 on 29 Jan 13
       
      This is if the books are brand new. School systems don't spend that much money per student per year. The books get reused from year to year.
    • dedide Atkins
      dedide Atkins on 05 Jul 13
       
      Not in Australia I am afraid.
  • Content can be revised and updated continuously. Textbooks no longer need to be text but can be any media. And a tablet can administer tests, enable students to engage in collaborative projects or support remote education for rural children. Since a tablet is a full-fledged computer, it can also support specialized applications that cater to children with learning disabilities or different learning styles. The possibilities are endless
  • If all this were to come true, the biggest losers will be dogs—they’ll no longer have any homework to eat.
  • ...2 more annotations...
    • amcconnell06
      amcconnell06 on 29 Jan 13
       
      Haha. And I still get this excuse to this day.
  • it represents their path to the future. As such, it’s difficult to build consensus around any new educational philosophy; experimentation, however well intentioned,2 is perceived as tantamount to tampering with the lives of young people.
Trevor Cunningham

Students Find Ways To Hack School-Issued iPads Within A Week : All Tech Considered : NPR - 68 views

www.npr.org/...ool-issued-ipads-within-a-week

shared by Trevor Cunningham on 27 Sep 13 - No Cached
  • "Children are growing up today [with] the iPad used as a device for entertainment. So when the iPad comes into the classroom, then there's a shift in everybody's thinking." And sometimes that shift is hard for everybody. Hobbs says this isn't the first time educators have tried to co-opt things that lots of people use for fun. "Back in the 1930s, there was a big initiative to use radio in education," says Hobbs. "It was the original distance education." But, Hobbs says, that all fizzled out. "Within a decade, we discovered that the commercial use of radio, for soap operas and music shows and game shows, actually eclipsed the educational use of radio. And the entertainment function is just so [dominant]. You can't compete," Hobbs says.
    • Trevor Cunningham
      Trevor Cunningham on 09 Jan 14
       
      This is so very true! Trying to engage students with what adults think are their trends bears terrible potential for perceptual error. A European study recently reported a decline in teen use of Facebook as parents and schools were beginning to get more and more involved. Engagement in learning is accomplished through meaningful experience. The context for which is unique to the learning outcomes and not necessarily what's trending.
Martin Burrett

Seizing SEND - 6 views

ukedchat.com/...seizing-send

shared by Martin Burrett on 28 Sep 17 - No Cached
  • Martin Burrett on 28 Sep 17
     
    "SEND: Supporting and enhancing the learning of children with a special educational need, or living with a disability, can be one of the most rewarding aspects of teaching. Yet, with rules, guidance and legislation also impacting on provisions that need to be met, ensuring that all students receive a good educational experience can be challenging to schools, teachers and leaders."
Maureen Greenbaum

Distance-Learning Survey Shows Growing Concern for Student Services - Wired Campus - Th... - 2 views

chronicle.com/...36121

shared by Maureen Greenbaum on 02 May 12 - No Cached
  • “With the greater focus on distance learning, colleges’ expectations are increasing,” says Christine P. Mullins, executive director of the Instructional Technology Council. “They’re realizing that student services, like library services, student orientation, tutoring, and counseling are needed to provide a well-rounded education.”
  • Sixty four percent of colleges require faculty to take distance-education training programs, and among those that offer training, 59 percent require more than eight hours of it.
  • 79 percent of colleges are creating their own online course content, which requires staff members with experience and knowledge of instructional design. Nineteen percent use content created by textbook publishers, and 2 percent contract or license materials from some other content provider.
Kristin Testerman

Classes should do hands-on exercises before reading and video, Stanford researchers say - 25 views

news.stanford.edu/...ped-learning-model-071613.html

shared by Kristin Testerman on 19 Jul 13 - No Cached
  • The research comes out as the idea of a "flipped classroom," in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the "flipped flipped classroom," in which videos come after exploration and not before.
    • Kristin Testerman
      Kristin Testerman on 15 Jan 15
       
      How is this different from what the "buzz" is right now in education? What do we do about this research?
  • may have applications in any field where teaching demands visualization and exploration of complex systems
  • Amy Roediger on 19 Jul 13
     
    A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.
  • Kristin Testerman on 15 Jan 15
     
    A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.
Terry Elliott

Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Terry Elliott on 13 Jul 09 - Cached
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
Virginia Meadow

Frames - Animation and Digital Storytelling Software | Tech4Learning - 6 views

www.tech4learning.com/frames

shared by Virginia Meadow on 12 Sep 09 - Cached
  • Introducing Frames 4! Frames is educational software for stop-motion animation, claymation, and digital storytelling. Creating illustrated animations, movies and digital stories engages students in the curriculum, encourages problem-solving, promotes creativity, and helps students develop 21st-century communication skills. Students can use Frames to create movies, animated GIF files, and Flash animations to share with the world.
  • dents more than creating clay animation. With Frames as the foundation in the Clay Animation Kit, this motivating process transforms your classroom into an active learning
  • Clay Animation Nothing engages stu
  • ...2 more annotations...
  • Communicating visually is an essential 21st-century skill. With Frames integrated drawing tools, students can illustrate their own animated diagrams, graphs, procedures, and more, helping them understand concepts that are difficult to explain using text alone. (L
  • ents more than creating clay animation! Use Frames to transform your classroom into an active learning environment and begin having your student develop exciting cross-curricular group projects that incorporate writing and technology skills. (Learn More)
  • Virginia Meadow on 14 Sep 09
     
    Frames is educational software for stop-motion animation, claymation, and digital storytelling. Frames helps students develop 21st-century communication skills.
Maureen Greenbaum

Failure is an Option: Helping Students Learn from Mistakes | Faculty Focus - 113 views

www.facultyfocus.com/...g-students-learn-from-mistakes

shared by Maureen Greenbaum on 29 May 11 - No Cached
  • instead of using failure as a valuable teaching tool, education discourages it as, well, a sign of failure
  • each assignment is graded based on its proximity to success, and the final grade is determined by the aggregate of each individual grade, failure is preserved and carried with the student throughout the course. The result is that students become failure-adverse, demoralized by failure, and focused more on the grade than the education.
  • reverse this trend is by using gaming in education. Students who fail in video games do not suffer the same blow to their self-esteem as those who receive a low grade on an exam or report card. They simply try it again
  • ...1 more annotation...
  • when a student hands in a paper he is given comments and told to rewrite it, and must rewrite it over and over until it is an A-quality paper. Only then it is accepted.
tlkirsten

Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 57 views

www.ascd.org/...ning-with-Blogs-and-Wikis.aspx

shared by tlkirsten on 31 May 11 - Cached
  • Bloggers spend significant time pushing their own thinking—and having their thinking pushed by others. They respond to comments and link to other writers, connecting to and creating interesting ideas. Some develop curriculum and instructional materials together. Others review resources and debate the merits of the individual tools of teaching. Philosophical conversations about what works in schools are common as teachers talk about everything from homework and grading practices to school and district policies that affect teaching and learning. Blogs become a forum for public articulation—and public articulation is essential for educators interested in refining and revising their thinking about teaching and learning.
  • That's when I introduce them to RSS (Really Simple Syndication) feed readers.
drmaddin

Kentucky Department of Education : Attributes of a Standards Based Unit of Study - 0 views

education.ky.gov/...Attributes-of-a-SBUS.aspx

shared by drmaddin on 23 Sep 16 - No Cached
  • Proposes essential questions that address selected content strands, promote students' thinking, result in active application of learning, and draw attention to the relevance of learning in students' lives
  • Contains authentic assessments that include appropriate writing tasks (i.e., open response, on-demand, and portfolio-appropriate writing tasks) that reflect the identified content and performance standards and essential questions
  • eal-world understanding and lifelong application of learning incl
  • ...7 more annotations...
  • inquiry and problem-based learning activities a
  • creative thinker, problem-solver/generator,
  • academic/physical/social/emotional needs
  • culturally relevant resources
  • ifferent cultural perspectives
  • technology
  • variety of assessment options
« First ‹ Previous 41 - 60 of 198 Next › Last »
Showing 20▼ items per page