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One of the best way to create the "need to know" is to use a pedagogical model that demands this.

Will you demand that all students watch the video, or is it a way to differentiate and allow choice

Will you allow or rely on mobile learning for students to watch it?

Lack of technology doesn't necessarily close the door to the flipped classroom model, but it might require some intentional planning and differentiation.

you must build in reflective activities to have students think about what they learned, how it will help them, its relevance

Students need metacognition to connect content to objectives

The focus should be on teacher practice, then tools and structures.

Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped classroom model (1), or how it will "solve" many of the problems of education. It doesn't solve anything. It is a

The path forward is to learn more about our vulnerabilities and design around them. To do that, we have to clarify our purpose. In education, learning is the focus, and we know that multitasking is not helpful. So it’s up to us to actively choose unitasking.

A moment of boredom is an opportunity for new thinking.

Research shows that when people watch online educational videos, they watch for six minutes,

ake class notes by hand.

he saw that students taking notes with computers suffered from more than inattention.

"They were trying to establish transcripts of the class."

tudents in online classes do better when they include face-to-face encounters.

f you ask people where their love for learning comes from, they usually talk about an inspiring teacher. The most powerful learning takes place in relationship.

But for all its flaws, the lecture has a lot going for it. It is a place where students come together, on good days and bad, and form a small community. As in any live performance, anything can happen.

They learn from speaking and from listening.

There is now minimal support from the research community for the use of annual test scores in teacher evaluations, often referred to as VAM.

When teachers begin losing their jobs based on test scores, how easy will it be to attract excellent teachers to schools with high degrees of student mobility and/or truancy? Who will want to teach English language learners with interrupted education, or students with emotional disabilities that make their performance on tests unpredictable?

He saw testing and "the holes in testing for memorization"

as a problem to study for life

The most important and comprehensive curriculum experiment ever carried on in the United States..."

This methodology engages the student in a number of projects. The projects he defined as "a purposeful activity carried to completion in a natural setting

most famous work was his "little" book Basic Principles of Curriculum and Instruction

What educational purposes should the school seek to attain? How can learning experiences be selected which are likely to be useful in attaining these objectives? How can learning experiences be organized for effective instruction? How can the effectiveness of learning experiences be evaluated?

The fifth and final section describes "How a school or College staff may work on curriculum building."

do not have clearly defined purposes

1. Establish broad goals or objectives.2. Classify the goals or objectives.3. Define objectives in behavioral terms.4. Find situations in which achievement if objectives can be shown.5. Develop or select measurement techniques.6. Collect performance data.7. Compare performance data with behaviorally stated objectives.

education as "an active process

It involves the active efforts of the learner himself."

The first of these was through direct instruction

Tyler's greatest gift to the field of education was the development of an objectives-based evaluation model.

"the father of behavioral objectives.

We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.

The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”

in the basic forms, as well as in the content of people's thinking.

The early 1930

had experienced the conditions necessary to alter radically the content and form of their thought.

we expected that they would display a predominance of those forms of thought that come from activity that is guided by the physical features of familiar objects.

Therefore we began, as most field work with people does, by emphasizing contact with the people who would serve as our subjects. We tried to establish friendly relations so that experimental sessions seemed natural and non-threatening. We were particularly careful not to conduct hasty or unprepared presentations of the test materials.

As a rule, our experimental sessions began with long conversations which were sometimes repeated with the subjects in the relaxed atmosphere of a tea house, where the villagers spent most of their free time, or in camps in the field and in mountain pastures around the evening campfire. These talks were frequently held in groups. Even when the interviews were held with one person, the experimenter and other subjects made up a group of two or three who listened attentively to the person being interviewed and who sometimes offered remarks or comments on what he said. The talk often took the form of a free-flowing exchange of opinion between participants, and a particular problem might be solved simultaneously by two or three subjects, each proposing an answer. Only gradually did the experimenters introduce the prepared tasks, which resembled the “riddles” familiar to the population and therefore seemed like a natural extension of the conversation.

He characterized primitive thinking as “prelogical” and “loosely organized.” Primitive people were said to be indifferent to logical contradiction and dominated by the idea that mystical forces control natural phenomena

We conceived the idea of carrying out the first far-reaching study of intellectual functions among adults from a non-technological non-literate, traditional society

hamlets

nomad

1. Women living in remote villages who were illiterate and who were not involved in any modern social activities. There were still a considerable number of such women at the time our study was made. Their interviews were conducted by women, since they alone had the right to enter the women's quarters. 2. Peasants living in remote villages who were in no way involved with socialized labor and who continued to maintain an individualistic economy. These peasants were not literate. 3. Women who attended short-term courses in the teaching of kindergarteners. As a rule, they had no formal schooling and almost no training in literacy. 4. Active kolhoz (collective farm) workers and young people who had taken short courses. They were involved as chairmen running collective farms, as holders of other offices on the, collective farm, or as brigade leaders. They had considerable experience in planning production, distributing labor, and taking stock of output. By dealing with other collective farm members, they had acquired a much broader outlook than isolated peasants. But they had attended school only briefly, and many were still barely literate. 5. Women students admitted to teachers school after two or three years of study. Their educational qualifications, however, were still fairly low.

Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter

Credit recovery is another big opportunity.

In Virginia’s Albemarle County district, Fisher encourages her teachers to use Skype and other collaboration tools because she believes there is no equivalent for giving students an audience for their work. She compares it to a team sport, in which the Skype activity is game day, and other days of class spent in preparation are like after-school practices. “The fact that there’s a game on Friday night ramps up practice on Monday afternoon,” says Fisher. “When you look at what the Web allows us to do, every kid in your classroom can have a worldwide audience. That’s true for writing, and that’s true for some of these oral-presentation types of things,” such as videoconferencing.

But according to research funded by Skype Technologies, finding other teachers to connect with remains more frustrating for educators interested in using Skype than gaining permission from administrators and school technology personnel to use the software.

three part structure of ELM

in our free time outside of institutions

comes from our own interests

interests of individuals

ocial process of learning

designs the pre-condition for social processes to emerge, which is the essence of informal learning

structured learning opportunities without formal learning outcomes’

identified a process of resource creation that responded to learners interests

n adaptive model of resource creation

content creation toolkits

structuring of learning opportunities through resources

as the key process in non-formal learning

institutionalisation of processes surrounding learning

education as a system, rather than learning as a process

What formal learning, or education, has really become specialised in is maintaining itself as a set of institutions and buildings.

So what ELM aims to do is to replace the notion of learning as being a process of accreditation, that occurs within an institutionally constrained and hierarchical system, with a series of processes that better matches how people actually learn, following interests, collaborating and finding resources.

more about meeting the needs and interests of human beings

we should start with the social processes of everyday life, and design a system that enables learning to naturally emerge

a) education; is a process organized by institutions who offer qualifications based on set texts to be used by learning groups in classes to meet accreditation criteria. Teachers provide resources and broker these educational processes. b) learning; is a process of problem-solving carried out by people individually or collaboratively by finding resources and discussing the emerging issues with trusted intermediaries.

People + Resources = Learning