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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Randolph Hollingsworth

Horizon Report 2014 - New Media Consortium - 4 views

cdn.nmc.org/...mc-horizon-report-he-EN-SC.pdf

technology future edtech big data learning analytics 3D printing

shared by Randolph Hollingsworth on 29 Oct 14 - No Cached
  • Randolph Hollingsworth on 29 Oct 14
     
    Key Trends Accelerating Higher Ed Tech Adoption inc social media and big data; Significant Challenges inc low digital fluency of faculty and keeping education relevant; Important Developments in Ed Tech inc learning analytics, "quantified self" and virtual assistants
Maureen Greenbaum

How Big Data Is Taking Teachers Out of the Lecturing Business: Scientific American - 1 views

www.scientificamerican.com/article.cfm

shared by Maureen Greenbaum on 19 Jul 13 - No Cached
  • Any accurate evaluation of adaptive-learning technology would have to isolate and account for all variables: increases or decreases in a class's size; whether the classroom was “flipped” (meaning homework was done in class and lectures were delivered via video on the students' own time); whether the material was delivered via video, text or game; and so on. Arizona State says 78 percent of students taking the Knewton-ized developmental math course passed, up from 56 percent before
  • in Japan, where it is common for managers who have studied English with the adaptive-learning software iKnow to list their iKnow scores on their resumes.
  • “The reality is that it's going to be done,” says Eva Baker, director of the Center for the Study of Evaluation at the University of California, Los Angeles. “It's not going to be a little part. It's going to be a big part. And it's going to be put in place partly because it's going to be less expensive than doing professional development.”
  • Maureen Greenbaum on 19 Jul 13
     
    This whole article is essential reading 
Glenda Baker

The End of Theory: The Data Deluge Makes the Scientific Method Obsolete - 137 views

www.wired.com/...pb_theory

Science Data statistics google technology

shared by Glenda Baker on 27 Sep 11 - Cached
  • sociology. Forget taxonomy, ontology, and psychology. Who knows why people do what they do? The point is they do it, and we can track and measure it with unprecedented fidelity. With enough data, the numbers speak for themselves.
  • The big target here isn't advertising, though. It's science. The scientific method is built around testable hypotheses. These models, for the most part, are systems visualized in the minds of scientists. The models are then tested, and experiments confirm or falsify theoretical models of how the world works.
  • But faced with massive data, this approach to science — hypothesize, model, test — is becoming obsolete.
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  • Petabytes allow us to say: "Correlation is enough."
  • There's no reason to cling to our old ways. It's time to ask: What can science learn from Google?
  • It's time to ask: What can science learn from Google?
  • Glenda Baker on 27 Sep 11
     
    article discussing whether math models can replace other tools for understanding the world.
  • Wax Brackett on 03 Oct 11
     
    I dissagree. Maybe for someone who can cope with the massive scale Google works with but for the average student bah humbug. As far as the students I see the scientific method still needs to be taught as they need a lot of help learning how to gather reliable information from the web. As far as google is concerned the students simplistic, unevaluated searches are as valuable as someone who actually understands what they are looking for or maybe more valuable because more students are doing almost thoughtless searches. The real need is a good course, hopefully online, to teach students how to do a reasoned search. agoogleaday is a start.
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

classroom blended learning technology blended_learning edtech

shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
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  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
Matthew Henry

The Future of Teaching? Customized Classrooms - Technology - The Chronicle of Higher Ed... - 56 views

chronicle.com/...132493

future teaching

shared by Matthew Henry on 28 Jun 12 - No Cached
  • Q. What would you say is the most promising technology for teachers? A. What technology does is it enables collecting a very rich set of information about student behaviors. So you have a digital curriculum that is designed to be highly interactive. As students interact, there's a time-stamped record of everything they're doing that lives on a server. And if you have a system that's set up to analyze that kind of information, it can provide very valuable diagnostic data for the teacher to personalize instruction. If I'm a teacher, and 70 percent of the class is benefiting from what I'm saying in class now—which is a pretty good number—then I'm losing the 15 percent at the top end who are bored, already know this stuff, and are just being warehoused. And I'm losing the 15 percent at the bottom end who have no clue what I'm talking about. That's a lot of people to lose. Now I'm able to have different instructional streams, so instead of a one-size-fits-all strategy, I've got enrichment opportunities that the top group can participate in, and I've got remedial activities that the bottom group can participate in. And I still have activities for that big middle group, and they're all happening at the same time because of this digital teaching-platform idea.
Maureen Greenbaum

Knewton raises $33M for adapting online education for each student | VentureBeat - 39 views

venturebeat.com/...ine-education-for-each-student

Technology online online education adaptive

shared by Maureen Greenbaum on 14 Oct 11 - No Cached
  • Knewton’s Adaptive Learning Platform can dynamically and automatically remix a school’s online educational materials to match every student’s strengths, weaknesses and unique learning style. It is part of a larger trend of “big data,” or using a large amount of feedback to analyze and then adjust to a user’s individual needs. And it is believed to be the largest funding round ever for an education technology startup.
  • next bite-sized bit
  • algorithm-driven, generating unique lessons dynamically and automatically for the student.
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  • students to skip boring lessons they have already mastered and allows them to move on to targeted lessons.
  • Knewton launched two first-year college math courses – College Mathematics and College Algebra – and a self-paced Math Readiness for College course
  • , Knewton has been adopted by Penn State University, the University of Nevada, Las Vegas, Mount St. Mary’s University, Washington State University, and Education Management Corporation.
  • Maureen Greenbaum on 14 Oct 11
     
    this is the future folks
maureen greenbaum

BetaKit » Is Adaptive Learning the Future of Education? - 2 views

betakit.com/...arning-the-future-of-education

shared by maureen greenbaum on 21 May 12 - No Cached
  • adaptive learning will adjust every question based on a student’s previous answer.
  • Knewton is working on having educational content tagged so it can be placed into a “Knowledge Graph.” This system determines what concepts need to be learned before a student can move on to others, and how they all fit together.
  • The company recently parterned with Pearson to tag every textbook under their imprint work with the Knewton Knowledge Graph.
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  • ata mining and take various inputs, like test question results, activity on the system, what links students clicked, etc. to make a prediction of the next best piece of content for a student to learn.
  • The technology seems to be working. After a pilot project at Arizona State University with 5,000 remedial math students, pass rates improved from 66 percent to 75 percent, with half the class finishing four weeks early
  • “The professors are much better prepared for a single class so that they can give much more individualized instruction,” Lui said. “The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You’re not teaching to the mean or bottom quartile.”
  • Analyzing and collecting big data is really what Junyo is about, enabling everyone in the education sector to make the learning experience more personal.
  • The students also have their own dashboard to see recommended content.
  • Teachers don’t have the time to do detailed reporting of a student’s progress and even if they did, they wouldn’t be able to provide one on one tutoring for every single student at different stages of learning.
  • students are learning more outside the classroom than in the classroom, and educators are finally starting to acknowledge that.
  • maureen greenbaum on 21 May 12
     
    "The professors are much better prepared for a single class so that they can give much more individualized instruction," Lui said. "The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You're not teaching to the mean or bottom quartile."
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