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April 22, 2013
How to Improve Public Online Education: Report Offers a Model
By Charles Huckabee
Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees. A new report from the New America Foundation suggests a series of policies that states and public higher-education systems could adopt to do some catching up.
The report, "State U Online," by Rachel Fishman, a policy analyst with the foundation, analyzes where public online-education efforts stand now and finds that access to high-quality, low-cost online courses varies widely from state to state.
Those efforts fall along a continuum of organizational levels, says the report. At the low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for stud
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shared by Jim Aird on 23 Apr 13
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How to Improve Public Online Education: Report Offers a Model - Government - The Chroni... - 18 views
chronicle.com/...138729
education technology Teaching innovative higher education computers public online online education report government
shared by Jim Aird on 23 Apr 13
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patchwork collection of online courses that's difficult for students to navigate.
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they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.
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"Taken together, these steps result in something that looks less like an unorganized collection of Internet-based classes, and more like a true public university."
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I am always miffed at the people within Higher Ed who recognize that nothing about pedagogy has changed in 50 years except computers and PowerPoint but they still rationalize that nothing needs changed or fixed.
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The Coach in the Operating Room - The New Yorker - 37 views
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I compared my results against national data, and I began beating the averages.
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this is one of the most important reasons for data and using the data to help guide instruction
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the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
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Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
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They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
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always evolving
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Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
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We have to keep developing our capabilities and avoid falling behind.
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no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
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outside ears, and eyes, are important
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For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
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So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
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California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
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Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
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they did not necessarily have any special expertise in a content area, like math or science.
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Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
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The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
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The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
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teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
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This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
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must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
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most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
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The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
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So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
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“What worked?”
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“How could you help her?”
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“What else did you notice?”
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These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
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something to try.
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Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
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three colleagues on a lunch break
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Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
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I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
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“listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
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coaching has definitely changed how satisfying teaching is
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trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
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Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
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a whole list of observations like this.
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one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
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watch other colleagues operate in order to gather ideas about what I could do.
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routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
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I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
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I know that I’m learning again.
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It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
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But it still works and is effective at nudging even those who are fabulous to be even better!
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modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
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coaching may prove essential to the success of modern society.
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We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
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shared by A Gardner on 12 Apr 14
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Free Technology for Teachers: ShareDrop Offers Any Easy Way to Transfer Files Between D... - 93 views
www.freetech4teachers.com/...op-offers-any-easy-way-to.html
sharedrop freetechteachers richardbyrne tool transfer
shared by A Gardner on 12 Apr 14
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ShareDrop Offers Any Easy Way to Transfer Files Between Devices @rmbyrne http://t.co/F3RQNiUheX -
ShareDrop Offers Any Easy Way to Transfer Files Between Devices @rmbyrne http://t.co/F3RQNiUheX
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shared by Carol Ansel on 08 Sep 11
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The Daring Librarian: Wikipedia is not wicked! - The Answer Sheet - The Washington Post - 70 views
www.washingtonpost.com/...gIQAYWSF8J_blog.html
wikipedia washintonpost daringlibrarian encyclopedia research
shared by Carol Ansel on 08 Sep 11
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Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!
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4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss | 05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
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Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
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Stanford Unveils Free Platform To Run Your Own Online Courses - 69 views
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"Google and Stanford are more than just neighbors in Silicon Valley. They're becoming the leaders in the online learning revolution. And it's all happening fast and starting right about … now. Stanford, like Google, has now announced a free and open source platform that lets you run your very own Massive Open Online Courses (MOOCs). Stanford's platform, dubbed Class2Go, has big and slightly different aspirations from its competitors. Developed as a non-profit project by eight Stanford Computer Science engineers, Class2Go is meant to offer not only a course-like project but also tools for collaborative research. The latter functionality is a change from what Google, edX, Coursera, and others are offering right now."
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Looking to the future: M-learning with the iPad - 1 views
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Might Apple's new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself.
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shared by Randolph Hollingsworth on 15 May 13
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NCES report: Students in 4 out of 5 high schools take college courses :: National Allia... - 0 views
nacep.org/...press-release-new-NCES-report
college report dual credit dual enrollment concurrent enrollment
shared by Randolph Hollingsworth on 15 May 13
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National Center for Education Statistics (NCES) in U.S. DoE report on 2010-11 school year - estimated increase to 82% of all high schools offering college credit opportunities - most of which (77%) are offered on their high school campus in a "career center." A companion report on postsecondary providers of dual enrollment courses will be released in March. Full report available at http://nces.ed.gov/pubs2013/2013001.pdf
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What are the Disadvantages of Online Schooling for Higher Education? - 18 views
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"hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
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16 Ways Educators Can Use Pinterest [INFOGRAPHIC] - 5 views
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Pinterest infographic does a nice job of demonstrating all the possible parts of pinterest. Still think Diigo offers more but this at least helps clarify all that pinterest does offer.
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shared by Peter Beens on 29 Mar 12
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Digitize Student Work With the Three Ring App - 121 views
www.android4schools.com/...t-work-with-the-three-ring-app
Three Ring app education ePortfolio iPhone iOS Android
shared by Peter Beens on 29 Mar 12
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Three Ring is a new free service offering free Android and iPhone apps for digitizing and organizing student work. Using the app teachers can take a picture of a student's work and upload it to a free Three Ring account. Three Ring offers teachers a lot of organizational flexibility. You could organize artifacts by student name, class, date, or just about any other tagging system that works for you.
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Lawrence Hall of Science - 24/7 Science - 137 views
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From Free Technology for Teachers: has two basic sections, a game section and an activities section. The games section offers twenty-five online games for students to play independently. The hands-on activities section offers thirteen hands-on science learning activities that students can do with the supervision of their teachers or parents to learn about plants, animals, and Earth science.
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About | The Open Master's Program - 21 views
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"Learning- even "self-directed learning"- is an inherently social activity. The Open Master's is a global community of small groups for self-directed learners, offering each other the structure, accountability, relationships, and sense of forward direction that are often hard to find outside formal programs and institutions. These groups are using and building on an open source framework of shared practices to help us: Master the art of social, self-directed learning Be more intentional about our learning journeys Take bolder risks in our journeys of becoming Discover and share our unique gifts Ensure that our short-term learning goals feed into our longer-term vision for transformation for ourselves and the world We invite any existing community, organization, or even groups of friends or colleagues to use the Open Master's framework to make their own learning process more intentional. You can do that simply by: Mapping out a personal plan or curriculum, including a clear statement of purpose and some intentions for your own learning journey, and sharing them on a personal website or blog Bringing the rhythm of semesters back into your life, including regular opportunities for evaluation and reflection Developing deeper relationships with study buddies, mentors, and advisers Starting an Open Master's group with a clear commitment to study together, support each other, and share your work Offering a presentation or organizing a study group on a topic that interests you Maintaining a portfolio of learning projects (including professional work) you've completed and reviewed with peers and mentors We also invite you to link up with the broader global community of Open Master's groups by joining regional or global events to spotlight members, mix with members across groups, and cross-pollinate ideas or strategies that are working in different contexts."
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Mobile Learning Academy | Verizon Corporate Responsibility - 34 views
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"Verizon Foundation is launching the Verizon Mobile Learning Academy, a virtual, moderated professional development course offered to teams of educators for free. The course includes five modules developed around ISTE standards. Course modules are designed to help teachers, administrators and tech coaches implement effective mobile learning initiatives in their schools and classrooms. Continuing Education Units (CEUs) will be offered to teachers completing the Verizon Mobile Learning Academy course."
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shared by Steve C on 06 Jul 10
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Parents Toolkit: Resources - 35 views
www.allkindsofminds.org/...resources.aspx
parents resources all kinds of minds websites memory attention reading writing
shared by Steve C on 06 Jul 10
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Benjamin Scullard rand_scullard@verizon.net (an underline between rand & scullard) maryellen.scullard@verizon.net Yahya Abdul-Basser taha.abdulbasser@gmail.com ummyahya@hotmail.com Kelvin Fernandez ana-polanco@hotmail.com Terell Long charlene8506@msn.com Brayan Lozano (Mom promised to give the family's email address to me today) The following resources offer material you can use to become more informed about learning differences. They encompass a broad range of viewpoints and approaches to the issues. The list is compiled from books, Web sites, and multimedia that we consulted during the production of this Web site, or that our advisors recommended. Further guidance about how to find resources in your community is offered below.
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shared by Lee-Anne Patterson on 19 Mar 09
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One to One Computing Blueprint - 0 views
www.k12blueprint.com/..._minnesotas_laptop_program.php
laptop dissertation for:mite6311 research learning
shared by Lee-Anne Patterson on 19 Mar 09
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The Stillwater Area Public Schools began their laptop initiative in November of 2003. At that time, each teacher at Stillwater Junior High School (SJHS) and Oak-Land Junior High School (OLJHS) received a laptop and began a program of professional development focused on increasing teachers' knowledge and skills related to using the laptops and integrating technology into their curriculum. Students at both schools received laptops in the spring of 2004. High school students had their own laptop in a one-to-one program that allowed computers to be taken home. The junior high used mobile laptop carts, offering a 3:1 student-to-laptop ratio. Both schools made wireless Internet access available throughout their buildings and offered students and parents online access to course assignments and grades.
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Listen and Write - Dictation - 76 views
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Great resource for practicing dictation based on real news stories. Large library in English. Several other languages offered including Japanese, Hebrew, Polish, and many others.
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Great resource for practicing dictation based on real news stories. Large library in English. Several other languages offered including Japanese, Hebrew, Polish, and many others.
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Great resource for practicing dictation based on real news stories. Large library in English. Several other languages offered including Japanese, Hebrew, Polish, and many others.
3More
shared by Roland Gesthuizen on 27 May 11
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csessums.com » Blog Archive » A New Role for Colleges of Education: Developin... - 21 views
www.csessums.com/...eveloping-an-empathic-capacity
education blog RSA animation humanist values school
shared by Roland Gesthuizen on 27 May 11
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If schools are to become intelligent communities, then we need to spend more time exploring how we come to know one another and how we can foster healthy public debate instead of unhealthy public disparagement.
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A college of education can do more than offer pedagogical blueprints. It can instead offer strategies, tactics, and forums for designing a sustainable future. Such a focus would require some retooling and rethinking but clearly the time to act is now.
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"Without sounding too obvious, the critical exploration of the values and norms that have shaped our world is essential to the continued progress of humankind. In a new video offered by RSA Animate, Matthew Taylor explores the meaning of 21st century enlightenment.."
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Another Look at the Weaknesses of Online Learning - Innovations - The Chronicle of High... - 86 views
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have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:1. While in the onsite classroom you have the opportunity to think on your feet and challenge and be experiential on your feet to reactions to the students who speak, in the online classroom, you are able to meet *every* class member and challenge their minds and ideas. The students who would normally be lost in a classroom of 35-40 are met and developed each day or week at their level and pushed to consider ideas they might not have considered. 2. I am able to reach the entire class through multimedia exhibits in each of the weekly units - journal articles, non-copyrighted film clips (and many from our university's purchased collection under an agreement for both onsite classroom and online classroom use), photography, art, patents, etc, that the students would not see - or would otherwise ignore - in an onsite classroom. We incorporate this information into our discussions and make it part of the larger whole of history.3. Each student and I - on the phone during office hours or in e-mail - discuss the creation of their term papers - and discuss midterm and final "anxiety" issues - and as they are used to the online format, and regular communication with me through the discussion boards, they respond much more readily than onsite students, whom I have found I have to pressure to talk to me. 4. I am able to accommodate students from around the country - and around the world. I have had enrolled in my class students from Japan, Indonesia, India, England - and many other countries. As a result, I have set up a *very* specific Skype address *only* for use of my students. They are required to set up the time and day with me ahead of time and I need to approve that request, but for them (and for some of my students scattered all over the state and US), the face time is invaluable in helping them feel "connected" - and I am more than happy to offer it. 5. As the software upgrades, the possibilities of what I can offer become more and more amazing, and the ease of use for both me - and for the students - becomes astronomically better. Many have never known the software, so they don't notice it - but those who have taken online courses before cheer it on. Software does not achieve backwards. As very few of these issues are met by the onsite classroom, I am leaning more and more toward the online classroom as the better mode of instruction. Yes, there are times I *really* miss the onsite opportunities, but then I think of the above distinctions and realize that yes, I am where I should be, and virtually *ALL* the students are getting far more for their money than they would get in an onsite classroom. This is the wave of the future, and it holds such amazing promise. Already I think we are seeing clear and fruitful results, and if academics receive effective - and continuing - instruction and support from the very beginning, I cannot imagine why one would ever go back. The only reason I can think of *not* doing this is if the instructor has his or her *own* fear of computers. Beyond that - please, please jump on the bandwagon, swallow your fears, and learn how to do this with vigor. I don't think you will ever be sorry.PhD2BinUS
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have been lucky enough to have taught the full range of our freshman / sophmore undergraduate offerings as both an onsite and online instructor. While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
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While I have thoroughly enjoyed both formats - and very much so - I must admit that my experiences online have been *much* more positive than onsite instruction. Let me try and elucidate:
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I am a graduate student at Sam Houston State University and before I started grad school I never had taken an online course before. My opinion then was that online courses were a joke and you couldn't learn from taking a course online. Now my opinion has done a complete 180. The teachers post numerous youtube videos and other helpful tools for each assignment so that anyone can successfully complete the assignment no matter what their technology skill level is. I do not see much difference between online and face-to-face now because of the way the instructors teach the courses.
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Where in the World? A Google Earth Puzzle - Alan Taylor - In Focus - The Atlantic - 133 views
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Looking at the world through via Google Earth offers striking images of the diversity of our planet and the impact that humans have had on it. Today's entry is a puzzle -- part 2 in a series (part 1 here), this time offering multiple choices. We're challenging you to figure out where in the world each of the images below is taken. North is not always up in these pictures, and, apart from a bit of contrast, they are unaltered images provided by Google and its mapping partners. So I invite you to have a look at the images below, make your guesses, and see your score at the end. Good luck!