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Jay Collier

Developing Habits of Mind in Elementary Schools - 0 views

books.google.com/books

habitsofmind

shared by Jay Collier on 25 Nov 13 - No Cached
  • Jay Collier on 25 Nov 13
     
    Rubrics for elementary school start on page 367. Although Maine is developing rubrics and assessments for the upcoming cross-curricular graduation requirements (born as the MLR Guiding Principles), the Habits of Mind model has correlations with the Maine standards, and there have been many years of deep curricular development.
Jay Collier

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st ... - 0 views

www.nmefoundation.org/...NRC-Report-Pre-Publication

correlation softskills 21stcenturyskills

shared by Jay Collier on 25 Nov 13 - No Cached
  • Jay Collier on 25 Nov 13
     
    "To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management-often referred to as "21st century skills."
anonymous

Teaching Section of US Tech Plan 2016 - 2 views

tech.ed.gov/teaching

educational technology EdTech

shared by anonymous on 07 Jun 16 - No Cached
  • They need continuous, just-in-time support that includes professional development, mentors, and informal collaborations.
  • roughly half say that lack of training is one of the biggest barriers to incorporating technology into their teaching.
  • Institutions responsible for pre-service and in-service professional development for educators should focus explicitly on ensuring all educators are capable of selecting, evaluating, and using appropriate technologies and resources to create experiences that advance student engagement and learning. They also should pay special care to make certain that educators understand the privacy and security concerns associated with technology.
  • ...11 more annotations...
  • For many teacher preparation institutions, state offices of education, and school districts, the transition to technology-enabled preparation and professional development will entail rethinking instructional approaches and techniques, tools, and the skills and expertise of educators who teach in these programs.
  • Technology can empower educators to become co-learners with their students
  • Side-by-side, students and teachers can become engineers of collaboration, designers of learning experiences, leaders, guides, and catalysts of change.
  • form online professional learning communities.
  • Teacher User Groups
  • Rethinking Teacher Preparation
  • more than 100 direct mentions of technology expectations
  • every new teacher should be prepared to model how to select and use the most appropriate apps and tools to support learning and evaluate these tools against basic privacy and security standards.
  • This expertise does not come through the completion of one educational technology course separate from other methods courses but through the inclusion of experiences with educational technology in all courses modeled by the faculty in teacher preparation programs.
  • URI has found that participants experienced a dramatic increase in digital skills associated with implementing project-based learning with digital media and technology. Their understanding of digital literacy also shifted to focus more on inquiry, collaboration, and creativity.
  • Denver Public Schools Personalizes Professional Development
anonymous

First-ever study on MOOC use and non-use in developing countries | CourseTalk - 2 views

research.coursetalk.com/advancingmoocs

MOOC developing countries

shared by anonymous on 13 Apr 16 - No Cached
  • people in the developing world use online courses very differently than their developed world counterparts
  • 9% of MOOC non-users had never heard of MOOCs.
  • Half of non-users aware of MOOCs cited this as a main reason for not taking courses, while just 4% cited lack of computer access and 6% cited high Internet costs.
Victorious Kidss Educares Pune

Develop the seed of Humanity inside your children - Victorious Kidss Educares - 0 views

www.victoriouskidsseducares.org/...-humanity-inside-your-children

seed of humanity education ib School

shared by Victorious Kidss Educares Pune on 09 Mar 16 - No Cached
  • Victorious Kidss Educares Pune on 09 Mar 16
     
    When you make your eyes big and point finger at them, you are showing that you don't believe in the divinity in them. As parents we are always wagging our finger at our children, with a critical eye and are saying do this and do not do that. See more @ http://www.victoriouskidsseducares.org/blogs/develop-the-seed-of-humanity-inside-your-children/
eidesign

Advanced Learning Strategies for Multigenerational Workforce - 0 views

www.eidesign.net/or-multigenerational-workforce

learning strategies learning and development

shared by eidesign on 04 Jan 24 - No Cached
  • eidesign on 04 Jan 24
     
    The need for learning has changed with the presence of a multigenerational workforce. It is crucial to realize this transformation, given the changing demographics and shifting workplace paradigms, and the subsequent impact on the workforce. There's a paradigm shift in workforce compositions today. And it's impacting everything - from how individuals choose to interact (in-person vs. virtual) and work (on-premises vs. remote), to communication preferences (one-on-one, in-person, text, voice, video), and rewards and benefits. And yes, this paradigm change also impacts how employees learn and develop.
e learningbd

Home Remedy for Sexual Impotence - 0 views

e-learningbd.com/?p=1333

Home remedy sexual impotence Health

shared by e learningbd on 17 Oct 15 - No Cached
  • e learningbd on 17 Oct 15
     
    Today we are presenting Home Remedy for Sexual Impotence, a health topic developed by Dr Md. Asaduzzaman.
Jay Collier

What is the Commonwealth of Learning? | COL - 0 views

www.col.org/...what-commonwealth-learning

shared by Jay Collier on 29 Jan 17 - No Cached
  • Jay Collier on 29 Jan 17
     
    "The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies."
Victorious Kidss Educares Pune

Best school in Pune - Victorious Kidss Educares - 0 views

www.victoriouskidsseducares.org

Schools in pune high school in pune nursery school in pune international school in pune primary school in pune

shared by Victorious Kidss Educares Pune on 10 May 16 - No Cached
  • Victorious Kidss Educares Pune on 10 May 16
     
    Victorious Kidss Educares is best IB world school in Pune. Our motto is 'Learning to Love to Learn'. We focuses on education for building character. Learning is not merely for earning. The curriculum is strategically designed to develop learning to enable children achieve excellence in all walks of life and to lay a firm foundation for a strong character, a caring, a loving and a charming personality. We have certified following programmes 1. Pre primary programme 2. Primary years programme 3. Middle year programme 4. Diploma programme Visit is @ http://www.victoriouskidsseducares.org
Xavier Moya

Assajos sobre educació oberta II - P2P Foundation - 0 views

p2pfoundation.net/Essays_2

open p2p education lectures papers

shared by Xavier Moya on 16 Jan 14 - Cached
  • Xavier Moya on 16 Jan 14
     
    1 Cosma Orsi on The Political Economy of Solidarity 2 Bruno Perens on The Emerging Economic Paradigm of Open Source 3 James Quilligan on a framework for Global Commons-based Governance 4 Alan Rayner: Attuning to Natural Energy Flows vs. Abstract Economic Rationality 5 Dirk Riehle on the Economics of Open Source Software 6 David Ronfeldt on the Evolution of Governance 7 Marshall Sahlins on The Original Affluent Society 8 Graham Seaman: Can peer production make washing machines? 9 Clay Shirky on the web as evolvable system 10 David Skrbina, the participatory worldview 11 Bruno Theret, on the tradition of 'civil socialism' 12 Evan Thompson, on the enactive theory of consciousness 13 Jeff Vail, The Problem of Growth: Hierarchy vs. the Rhizome 14 Kazys Varnelis on how network culture differs from postmodernism 15 Roberto Verzola on Undermining vs. Developing Abundance 16 Raoul Victor, on Free Software, the sharing culture, and Marxism
  • Xavier Moya on 16 Jan 14
     
    16 influential papers on Open Education collected by P2P Foundation
Xavier Moya

Open edX - 1 views

code.edx.org

opensource lms code software edX

shared by Xavier Moya on 23 Jan 14 - No Cached
  • Xavier Moya on 23 Jan 14
     
    Welcome to edX's open source initiative - Open edX - where developers around the globe are working to create a next-generation online learning platform to bring quality education to students around the world.
Jay Collier

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement: John H... - 0 views

www.amazon.com/...0415476186

learning research

shared by Jay Collier on 22 Nov 13 - No Cached
  • Jay Collier on 22 Nov 13
     
    "What works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand."
Sasha Thackaberry

Higher Education 2.0 and the Next Few Hundred Years; or, How to Create a New Higher Edu... - 0 views

www.educause.edu/...new-higher-education-ecosystem

higher higher education education educause review edu ecosystem 2.0 3.0

shared by Sasha Thackaberry on 07 May 15 - No Cached
  • AAC&U's GEMs project and WICHE's Interstate Passport Initiative.3
  • Fundamental questions surrounding CBE, where we still lack an agreed-upon taxonomy and nomenclature
  • Those changes were painful, and many stakeholders, unable to adjust to a new industry ecosystem, disappeared or were greatly diminished. Higher education, infinitely more complicated, may nevertheless be on the cusp of a similar revolution, leading to a new higher education ecosystem.
  • Sasha Thackaberry on 07 May 15
     
    "Three important developments stand to dramatically change the way we think about degree programs and pathways: The rapid adoption of competency-based education (CBE) programs, often using industry and employer authority for guiding the creation of the competencies and thus programs An eventual move to suborganizational accreditation, with Title IV funds available for credits, courses, and microcredentials offered by new providers in new delivery models, part of the accelerating trend toward "unbundling" higher education Increasing recognition that postsecondary education will no longer be contained to the existing and traditional degree levels but will instead be consumed at various levels of granularity-less than full degree programs and continuing throughout lives and careers"
Sasha Thackaberry

Edmonds Community College: PACE-IT Program - 0 views

www.edcc.edu/default.html

competency-based CBE programming IT program college community Edmonds

shared by Sasha Thackaberry on 18 Jun 15 - No Cached
  • Sasha Thackaberry on 18 Jun 15
     
    CBE programs in data management, ethical hacker, introduction to network security, technology and integration support, and web developer.
anonymous

Three Critical Elements to Ensure Online Learning Programs Remain Fresh | Edudemic - 2 views

www.edudemic.com/e-online-learning-remain-fresh

future online learning

shared by anonymous on 22 Jun 15 - No Cached
  • While instructional design was one of the catalysts for increasing student performance and overall degree completion, to date, we have not figured out how to truly leverage technology for learning and how to invent new instructional practices.
  • we have done a good job at translating pedagogical and anagogical models into the online environment, but we have not developed new instructional strategies that are germane to teaching and learning, required in remote and asynchronous learning environments
  • Instead, we have, for the most part, stuck with the ‘one to many’ model of instruction.  We have not developed models for technology-driven self-determined and directed learning
  • ...2 more annotations...
  • we have not been consistent and mindful in imbuing non-cognitive and behavioral elements directly into courses and programs to increase student success (i.e. elements for first generation, high-poverty, and high-minority students), and we have not fundamentally challenged the structure of the traditional degree (i.e. vs. stackable credentials with pathways to multiple degree options).
  • heutagogy
anonymous

Data, Technology, and the Great Unbundling of Higher Education | EDUCAUSE - 2 views

er.educause.edu/...unbundling-of-higher-education

CBE educause competency-based degree

shared by anonymous on 24 Aug 15 - No Cached
  • the "4 Rs" that have emerged as the dominant metrics in higher education: Rankings Research Real Estate Rah! (Sports)
  • as Purdue University President Mitch Daniels has said: "Higher education has to get past the 'take our word for it' era. Increasingly, people aren't."2
  • the market is no longer viewing the 4 Rs as proxies of excellence.
  • ...42 more annotations...
  • among 27 potential factors, the U.S. News ranking came in at #20 in terms of importance in students' decision-making process. Twice as many students said that rankings were "not important at all" as those who said that they were "very important." So what do students care about? The top four factors were majors, cost, safety, and employment.3
  • We are beginning to see a similar shakeout in higher education. In a survey of 368 small private colleges and midsize state universities, 38 percent failed to meet their 2014–15 budget for both freshman enrollment and net tuition revenue.
  • If they can truly provide premium programs with a high return on investment, they will be able
  • to continue to charge high tuition. What they must not do—if they want to survive—is stand still.
  • Forced to demonstrate definitive value, midtier institutions will have to decide what they want to be when they grow up. If they're in the business of providing basic degree programs—where value to the student accrues primarily as a result of the credential itself—they will become a discount provider: delivering the program as inexpensively as possible.
  • "a full stack education company might not look like a school at all. It could look like an employer, a lender, a school, and/or a recruiter all rolled into one."6
  • The good news for students is that following this hollowing out, institutions will provide a higher return on investment.
  • premium providers will utilize technology for some delivery but will focus on immersive, intensive, employer-focused and -facing experiences for students
  • In fact, it's conceivable that the only remaining institutions with a return-on-investment profile characteristic of today's market will be the elite colleges and universities that have set the pace for higher education until now.
  • Full-stack providers that hope to achieve the higher education equivalent of Apple's or Uber's success will have to find a way to do three fundamental things: (1) develop and deliver specific high-quality educational experiences that produce graduates with capabilities that specific employers desperately want; (2) work with students to solve financing problems; and (3) connect students with employers during and following the educational experience and make sure students get a job.
  • In a decade, online education may be recognized not for making higher education accessible to anyone with a smartphone but, rather, for serving as the midwife who delivered competency-based learning into the world. Although competency-based learning is theoretically possible in a non-technology-enabled environment, it's not nearly as simple and appealing. In a competency-based environment, transfer credits become an anachronism and failure becomes a relic. In a competency-based world, the 41 percent of students who start but don't complete degree programs within six years will still receive value from the competencies they can show to prospective employers.15 Equally important, in our experience, competency-based learning reduces the cost of delivery by half over standard online delivery. Astute providers will pass the savings along to students and become leaders in the new discounter segment.
  • Some coding bootcamps even guarantee employment or tuition is refunded
  • the real higher education story of the decade is the crisis of affordability
  • The average bachelor's degree recipient who has taken out student loans carries $28,400 in debt, and 26 million consumers have two or more open student loans on their credit report.
  • Between 1999 and 2011, outstanding student loan debt grew by 511 percent; as of early 2014, it exceeded $1 trillion, more than credit card debt.10
  • In 1979, a typical student could pay his/her way through college working at the minimum wage for 182 hours, the equivalent of a part-time summer job. In 2013, the same student at the same college at the present-day minimum wage would have to work over 991 hours (a full-time job for half the year) just to cover tuition while still needing to find additional resources to pay for living expenses.11 In addition, the wealth gap between young and old has also never been wider. At the end of 2011, the typical U.S. household headed by a person age 65 or older had a net worth 47 times greater than a household headed by someone under 35, a number that more than doubled since 2005
  • in our current isomorphic system price continues to serve as a signal of quality
  • As a result, most institutions offering online programs have done so at the same price point as their on-ground programs; to do otherwise would send the wrong signal for a medium that is still young and thirsting for academic legitimacy.
  • If any product or service should be designed so that a stoned freshman can figure it out, it should be higher education.
  • Despite this, higher education may be the most complex product or service purportedly designed for mass consumption. This is not a comment on the difficulty of the subject matter being taught in the classroom; rather, it is a comment on the opaque and complex process of enrolling, financing, and ultimately assembling a degree. Focus groups conducted at Macomb Community College in Michigan, offering 200 degree and certificate programs to 48,000 students, revealed that very few students were able to navigate the complexities of enrollment, financial aid, transcript requests, prior credit recognition, program selection, and course selection/scheduling.
  • Because of the flawed transfer-credit system, students have difficulty identifying pathways toward a degree if they're changing institutions—something that a large percentage of them will do over the course of their studies.
  • To be successful in improving outcomes, higher education must turn the current process of program design on its head. Traditional program design is based on a system of credit hour inputs rather than outcomes. This has resulted from a culture of faculty-focused curricular development, which moves from an established curriculum to assessment and then to learning outcomes. A simpler, better system would be reverse-engineered by starting with student outcomes, then moving to the assessments that prove that the outcomes have been achieved, and only then turning to the question of what curricula best prepare students for the assessments. Fortunately, technology allows higher education to make this shift.
  • Even more shocking, approximately half of institutions that claimed to hit budget were reporting against downward-revised budget numbers.5
  • Technology's efficacy goal for online learning should be to move "focus by choice" as far as possible in the direction of "controlled focus." Two sets of technologies will accomplish this.
  • Combining adaptive learning with competency-based learning is the "killer app" of online education. Students will progress at their own pace. When they excel on formative assessments integrated into the curricula, they are served up more-challenging learning objects. And when students struggle, adaptive systems throttle back until the student is ready for more.
    • anonymous
      anonymous on 24 Aug 15
       
      I disagree that Gamification is that important.  If we make everything they learn relevant and design learning sessions for success, fooling students into thinking they are playing games will not be needed.  Learning something relevant, is one of life's basic pleasures.
  • The second technology is gamification
  • believing that the solution to the smartphone challenge is simply allowing mobile access to the same online course is tantamount to believing that an institution's online strategy is effectively addressed by putting lectures on YouTube or iTunes.
  • In other industries, unbundling has driven fundamental change. Over the past decade, sales of recorded music are down 50 percent and continue to fall each year.
  • Where does this leave the higher education bundle? At present, degrees remain the currency of the labor market. But as currency, they're about as portable as the giant stone coins used on the island of Yap. What if technology could produce a finer currency that would be accepted by consumers and employers alike?
  • neither dot-com entrepreneurs nor MOOCs have produced courseware that is truly disruptive to higher education.
  • What if that is because the software that will disrupt higher education isn't courseware at all? What if the software is, instead, an online marketplace? Uber (market cap $40 billion) owns no vehicles. Airbnb (market cap $10 billion) owns no hotel rooms. What they do have are marketplaces with consumer-friendly interfaces. By positioning their interfaces between millions of consumers and sophisticated supply systems, Uber and Airbnb have significantly changed consumer behavior and disrupted these supply systems. Is there a similar marketplace in the higher education arena? There is, and it has 40 million college students and recent graduates on its platform. It is called LinkedIn.
  • LinkedIn CEO Jeff Weiner has been very clear about his ambition, stating in November 2014: We want to have a profile for every member of the global work force, all 3 billion-plus people. We want to have a profile for every company in the world—that's north of 70 million companies—and digital representation of every job in the world. We also want digital representation of every skill required to obtain those jobs, a digital presence for every university in the world, and we want to make it easy for every individual company and university to share their professionally relevant knowledge. In doing all of this, we hope to allow all forms of capital to flow to where it can best be leveraged to lift and transform the global economy.2
  • Competency marketplaces will profile the competencies (or capabilities) of students and job seekers, allow them to identify the requirements of employers, evaluate the gap, and follow the educational path that gets them to their destination quickly and cost-effectively.
  • It could be the "software" that Andreessen foretold and that colleges and universities have long feared.
  • As competency marketplaces and their associated algorithms become increasingly sophisticated, employers and students will begin to value the signals from these tools more than the signals from nonelite universities' bundled degrees. (The signals from elite universities' bundled degrees will remain strong, largely due to the high caliber of the inputs.) As employees who are matched on the basis of competencies (and then hired through standard interviewing techniques for behavioral and cultural fit) excel in the workplace, this trend will only be reinforced. Employers will adjust job descriptions to reflect the incoming competencies of high-performing candidates, and competency matches will get better and better.
  • At some point, a student will walk into the college admissions office and say: "I've read your programs of study, and your Environmental Engineering program looks interesting. But how will it help me take my competency profile from where it is today to where LinkedIn says it needs to be in order to get an entry-level job as an engineer?" Colleges and universities that offer competency-based programs will at least speak the same language as this student. That's necessary, but not sufficient. A sufficient response will require unbundling the degree.
  • Likewise, colleges and universities may soon transition from the bloated degree model to an "Education-as-a-Service" (EaaS) model. Successful providers will sell students what they need when they need it: a "just-in-time" educational model that is much closer to today's coding schools than current degree programs.
  • Each of these is a potential revenue stream for competency marketplaces, either from the employer or from the education provider.
  • If ownership is held by the competency marketplace, we may find ourselves in a world where there's more money to be made from owning the competency profile than from delivering postsecondary education.
  • To avoid marginalization, colleges and universities need to insist that individuals own their competencies. Ensuring that ownership lies with the individual could make the competency profile portable and could facilitate movement across marketplaces, as well as to higher education institutions. In an era of unbundling, when colleges and universities need to move from selling degrees to selling EaaS subscriptions, the winners will be those that can turn their students into "students for life"—providing the right educational programs and experiences at the right time. This becomes possible when individuals own their competencies and allow institutions to manage their profiles, suggesting educational programs and even employment.
  • In the coming years, many institutions will succumb to the current inertia that is too prevalent in higher education. Some institutions will address some of these issues and will survive. Others will successfully address most of these issues and will then need to prepare for the next seismic change in higher education: The Great Unbundling.
Garry Golden

You can increase your intelligence: 5 ways to maximize your cognitive potential | Guest... - 0 views

blogs.scientificamerican.com/...imize-your-cognitive-potential

creativity intelligence guide 101 sciam

shared by Garry Golden on 29 Aug 11 - No Cached
  • Garry Golden on 29 Aug 11
     
    "One should not pursue goals that are easily achieved. One must develop an instinct for what one can just barely achieve through one's greatest efforts." -Albert Einstein
Sasha Thackaberry

International Impact of MOOCs Still Up in the Air - US News - 0 views

www.usnews.com/...t-of-moocs-still-up-in-the-air

international news air impact MOOC nextgeneration learning Next

shared by Sasha Thackaberry on 07 Jul 14 - No Cached
  • While the number of students taking MOOCs has exploded in the past few years, experts are divided on what impact the courses have had on international education opportunities.
  • Advocates and creators of massive open online courses – the free courses open to anyone with an Internet connection – have high hopes for how the classes can help those hungry for a U.S.-style education. 
  • "Over time people began to feel that the excitement was really just hype."
  • ...3 more annotations...
  • Most MOOC participants already have degrees and live in developed countries. ​"These online classes aren't really reaching the poor," Wildavsky says. "They aren't reaching the uneducated.
  • "Courses requiring extremely specialized or expert knowledge grant people access to ideas and concepts that they might not ever encounter otherwise," Curtis Bonk, an ​education professor at Indiana University, said via email. "With such new learning opportunities, one’s sense of self or identity as a learner is enhanced.
  • "It's easy to deflate the over-the-top rhetoric that has characterized the advent of MOOCs," ​ Wildavsky wrote in a recent article. "But the developing world has much to gain from this new educational era."
Syed Amjad Ali

E-Learning Course Development Standards - 0 views

http://www.elearningserv.com/blog/e-learning-course-development-standards/

e-learning

started by Syed Amjad Ali on 13 Nov 14 no follow-up yet
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