According to the New York Times Bits blog, a recent study funded by the US Department of Education (PDF) found that on the whole, online learning environments actually led to higher tested performance than face-to-face learning environments.
What is the Future of Teaching? - 0 views
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“In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages,” writes the authors of the report (emphasis theirs). “At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
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We can conclude that those in online learning environments tested better, but not necessarily why.
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Christopher D. Sessums :: Blog :: Social Media and Learning Institutions in the Digital... - 0 views
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Shirky (2008) had the presence of mind to notice that real innovation comes when we take the technology for granted.
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Today, educational institutions still see technology as a new innovation, a disruptive innovation (Bowers & Christensen, 1995). Thus, if my logic is correct, schools, for the most part, are still a few years off from real innovation.
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In Cultivating Communities of Practice, Wenger, McDermott, & Snyder (2002) derive seven principles. These principles are not recipes, but embody an "understanding of how elements of design work together" (p. 51). They are:Design for evolution.Open dialogue between inside and outside perspectives.Invite different levels of participation.Develop both public and private community spaces.Focus on value.Combine familiarity and excitement.Create a rhythm for the community.
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