Group items tagged

Don’t let fear based on misconception prevent you from creating a more student-centered, innovative learning culture

Investopedia

Make strategic use of digital media

Publishing

Collaboration

Evaluation

Integration is a matter of design, and produces considerable cognitive load on a learner.

Social media professional learning networks (PLN) from linkedin to twitter, facebook to even pinterest, can be dominated by education technology discussion rather than broader concerns of how people learn , likely because those educators tending towards technology are on these digital networks to begin with.

rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.

Guides

hese guides to find out how other educators have used social media and other tools to grow their personal learning networks.

Use these popular social media tools for learning to grow and take advantage of your network with the latest technology.

Technology

Information for New Teachers

Technology

Information for All Teachers

Teaching Specific Subjects

Special Needs

Arts

Arts

Physical Education and Health Education

Arts From film to music to the nature of creativity, watch these videos to learn about teaching the arts.

Lectures from Influential Professors

The following videos demonstrate ways to use technology in the classroom and offer tips, lessons, and information.

back-channel conversations

While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter

Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.

A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.

Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.

Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.

Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.

The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."

Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.