Skip to main content

Home/ WomensLearningStudio/ Group items tagged instruction

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Doris Reeves-Lipscomb

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

www.edweek.org/...h-is-not-transforming-how.html

EdTech education technology Edweek teach online_learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 24 Jun 15 - No Cached
  • teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • numerous culprits
  • Washington-based International Society for Technology in Education
  • ...12 more annotations...
  • project-based unit on social-justice movements
  • Their goal: Produce independent research papers on topics of their choice, then collaboratively develop a multimedia presentation of their findings with classmates researching the same issue.
  • cloud-based tool called Google Slides
  • prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • "most teachers [at the school] had adapted an innovation to fit their customary practices."
  • "second order" obstacles.
  • expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • eachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized.
  • "We're telling teachers that the key thing that is important is that students in your classroom achieve, and we're defining achievement by how they do on [standardized] tests," she said. "That's not going to change behavior."
  • "job-embedded" professional development
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
  • Doris Reeves-Lipscomb on 24 Jun 15
     
    Great article on why more progress in the classroom isn't happening with student-centered uses of technology. June 10, 2015 Edweek, quotes Larry Cuban.
Doris Reeves-Lipscomb

Blended Learning in Focus | Adult Learning content from MeetingsNet - 0 views

meetingsnet.com/...blended-learning-focus

blended learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 01 Jun 14 - No Cached
  • Doris Reeves-Lipscomb on 01 Jun 14
     
    Although ten years old, interesting blog post by Dave Kovaleski, July 1, 2004, Meetingsnet, makes some good points about what kinds of learning and when. Excerpt The key to an effective blended learning program lies in the mix of media used to deliver the training. Bersin identifies 16 different media, including classroom instruction, webinars, conference calls, CD-ROM courseware, study manuals, Web pages, online simulations, on-site labs, Web-based discussion groups, mentoring programs, and videos. To create a successful blended program, it's not necessary to incorporate many or all of them; in fact, two or three should suffice. Typically, a blended-learning program has several steps. The first might be a conference call, introducing students to the trainer and subject. Next is the self-directed portion, in which students are asked to study for the live session. The self-directed portion is best delivered through asynchronous means, such as webcasts or some kind of simulated, virtual exercises. Experts suggest follow-up testing on the pre-work to make sure students are prepared to move on to the live, or synchronous, session. "The self-directed portion of the blend is critical," says Jennifer Hofmann, president of InSync Training LLC, Branford, Conn., and author of The Synchronous Trainer's Survival Guide (Jossey-Bass). "It's a huge culture change." ... Post-meetings, or asynchronous evaluations, are frequently the final components of blended-learning programs. Coaching modules, online tutorials, tests, and simulations reinforce the classroom work. They also allow companies to make sure that employees are applying the new information to their jobs. In addition, testing allows employers to identify knowledge gaps so that follow-up training is well-focused.
Doris Reeves-Lipscomb

Why less is needed more than ever before - Enspire - 0 views

www.enspire.com/less-needed-ever

knowledge online learning elearning design self-service learning blog Jackson

shared by Doris Reeves-Lipscomb on 02 Aug 14 - No Cached
  • Doris Reeves-Lipscomb on 02 Aug 14
     
    Excellent blog post by Mindy Jackson on why less is needed more than ever before in terms of content, July 7, 2014. She explains why practice is more important than content. She writes in a less is more manner, too. Found her via Jane Hart's blog. excerpt: Just-in-time knowledge resources combined with a self-service model is the answer to course content glut. Text is a resource. Practice is instruction. Focus online learning programs on practice rather than knowledge acquisition. Create a risk-free tryout environment, contextualized to performance needs. Enable learners to sip from the fountains of knowledge, rather than to drown by a fire-hose of information. Knowledge is readily accessed. But experience is earned.
Doris Reeves-Lipscomb

elearnspace › What I've learned in my first week of a dual-layer MOOC (DALMOOC) - 0 views

www.elearnspace.org/...k-of-a-dual-layer-mooc-dalmooc

learning MOOC Siemens

shared by Doris Reeves-Lipscomb on 17 Nov 14 - No Cached
  • Doris Reeves-Lipscomb on 17 Nov 14
     
    blog by George Siemens reflecting on his first week of a dual-layer MOOC, October 28, 2014. "I'm biased toward learners owning their own content and owning the spaces where they learn. My reason is simple: knowledge institutions mirror the architecture of knowledge in the era in which they exist. Today, knowledge is diverse, messy, partial, complex, and rapidly changing. What learners need today is not instructivism but rather a process of personal sensemaking and wayfinding where they learn to identify what is important, what matters, and what can be ignored. Most courses assume that the instructor and designer should sensemake for learners. The instructor chooses the important pieces, sets it in a structured path, and feeds content to learners. Essentially, in this model, we take away the sweet spot of learning. Making sense of topic areas through social and exploratory processes is the heart of learning needs in complex knowledge environments. " Though I am biased toward learner-in-control, I do recognize the value of formal instruction, particularly when the topic area is new to a learner. Even then, I would like to see rapid transitions from content provision to having learners create artifacts that reflect their understanding. These artifacts can be images, audio, video, simulations, blog posts, or any other resource that can be created and shared with other learners. Learning transparently is an act of teaching.
Doris Reeves-Lipscomb

Peer Instruction - 0 views

mazur.harvard.edu/...detailspage.php

peer instruction peer sharing peeragogy Mazur womenslearningstudio

shared by Doris Reeves-Lipscomb on 22 Oct 15 - No Cached
  • Doris Reeves-Lipscomb on 22 Oct 15
     
    article from Mazur group on active learning methods that students engage in
Lisa Levinson

Emerging new roles for learning and performance professionals « Learning in t... - 0 views

www.c4lpt.co.uk/...-and-performance-professionals

learning facilitation roles MOOQ WLStudio

shared by Lisa Levinson on 30 Nov 12 - No Cached
  • Doris Reeves-Lipscomb on 30 Nov 12
     
    Excellent schematic drawn by Jane Hart, Social Learning Centre, UK, to show the new "learning and performance consultants" roles ranging from instructional & resource designers to performance support specialists to collaboration advisors/community managers TO LEARNING ADVISORS, PKM SPECIALISTS, CAREER COACHES (emphasis mine), November 19, 2012
  • Lisa Levinson on 04 Dec 12
     
    schematic from Jane Hart on the new roles for learning and performance professionals
anonymous

Illinois Online Network: Educational Resources : Online Teaching Activity Index - 1 views

www.ion.uillinois.edu/...otai

online learning teaching list comprehensive strategies Retool WLStudio

shared by anonymous on 15 Apr 12 - Cached
  • anonymous on 15 Apr 12
     
    The Illinois Online Network (ION) is a collaboration of all community colleges in Illinois and the University of Illinois working together to advance utilization of technology enhanced and Internet-based instruction and service.
  • Doris Reeves-Lipscomb on 16 Apr 12
     
    Good resource, Lyn, with many good ideas. The fishbowl explanation and conceptual mapping are potentially relevant to us--fishbowl as a method we could use in online seminars with a Google Hangout within a Livestream and concept mapping as a tool to share with others. Sure there are other worthwhile pages here, too.
Doris Reeves-Lipscomb

Does Our Current Education System Support Innovation? | MindShift | KQED News - 0 views

ww2.kqed.org/...tion-system-support-innovation

education innovation KQED blog MindShift womenslearningstudio

shared by Doris Reeves-Lipscomb on 19 Aug 15 - No Cached
  • We can’t just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education. Technology, by itself, isn’t curative. Human agency shapes the path.
  • The social and economic world of today and tomorrow require people who can critically and creatively work in teams to solve problems.
  • All computing devices — from laptops to tablets to smartphones — are dismantling knowledge silos
  • ...5 more annotations...
  • Within this model, standardization and mass production rule supreme.
  • Innovation, whether it’s with technology, assessment or instruction, requires time and space for experimentation and a high tolerance for uncertainty.
  • he margin can be a small percentage of class time that’s carved out each week for experimentation
  • Learning environments of the future are in incubation. And therein lies the challenge: Learning environments that don’t exist can’t be analyzed.
  • Moving into the unknown requires a pioneering spirit.
  • Doris Reeves-Lipscomb on 19 Aug 15
     
    Great blog post from 2012 on how difficult it is to change teaching practice to embrace technology and new learning routines when the margin for experimentation, error, time, & definition of academic success is so narrow
Doris Reeves-Lipscomb

Reality Check Reveals Ed-Tech Challenges - Education Week - 0 views

www.edweek.org/...eveals-ed-tech-challenges.html

reality check challenges education byod Edweek adult_education womenslearningstudio

shared by Doris Reeves-Lipscomb on 29 Jun 15 - No Cached
  • That, ultimately, is the challenge: to identify digitally driven, innovative practices that work and scale them up. Schools can look to a growing number of models to meet that challenge, as well as the lessons that can be learned from others' mistakes.
  • many schools are turning to open educational resources. They're convinced that the free, malleable, and shareable academic content offers advantages that traditional commercial materials cannot match.
  • administrators and teachers are learning to embrace the eclectic jumble of student-owned devices, in the belief that taking a flexible approach will benefit instruction.
  • ...2 more annotations...
  • "Bring your own device," or BYOD, programs have also proved to be cost-effective and flexible options for 1-to-1 computing goals
  • "Learning to use the right tool for the right purpose that's a life skill."
  • Doris Reeves-Lipscomb on 29 Jun 15
     
    article by Kevin Bushweller, June 10, 2015 in EdWeek, good guidance for adult ed programs and informal adult learning as well IMO.
Doris Reeves-Lipscomb

Saying You Don't Know Fuels the Desire to Find Out - The Curious Creative - 0 views

edte.ch/...w-fuels-the-desire-to-find-out

curiosity Barrett learning questions womenslearningstudio

shared by Doris Reeves-Lipscomb on 06 Oct 15 - No Cached
  • oung learners are more likely to explore and discover for themselves if they are not taught all of the information. Their tendency to explore increases when adult instruction suggests there is more to find out.
  • Doris Reeves-Lipscomb on 06 Oct 15
     
    another great post by Tom Barrett on how to say "I don't know" to fuel exploration by children learning, June 8, 2014
Doris Reeves-Lipscomb

Thinking about Teaching and Learning - 0 views

www.facultyfocus.com/...ng-about-teaching-and-learning

learning teaching Weimer Faculty_Focus womenslearningstudio

shared by Doris Reeves-Lipscomb on 26 Oct 15 - No Cached
  • It’s learner-centered teaching—it’s those instructional strategies and approaches designed and used by teachers who want learners to be motivated, independent, and self-regulated.
  • We criticize students for their surface learning approaches and yet I see a lot of surface learning when it comes to teaching. Our infatuation with teaching techniques—the tips, tricks, and gimmicks that can make our teaching dance—yes, they’re important, but so are the assumptions and premises on which they rest. We quest for “right” answers to what we think are simple questions. “Should I call on students or let them volunteer?” The answer depends on a host of variables including; how you call on students, who you call on, when you call on them, and what’s the motivation behind calling on them. Thinking that good teaching results from having right answers trivializes the complexities that makes teaching endlessly fascinating.
  • learning about teaching. I have talked with teachers who admit they don’t do any pedagogical reading and others who don’t do any professional development activities. How can you expect to stay instructionally alive and well when you’re not taking actions that promote health? It’s not about needing to improve; it’s about wanting to grow. It’s about taking our love of learning and tackling teaching as a subject to be mastered, a skill to be developed.
  • Doris Reeves-Lipscomb on 26 Oct 15
     
    great blog post by Maryellen Weimer on why teachers need to think about learning, their own PD to start!
Doris Reeves-Lipscomb

Are lectures a good way to learn? - 0 views

theconversation.com/ures-a-good-way-to-learn-26905

shared by Doris Reeves-Lipscomb on 22 Oct 15 - No Cached
  • This paper is so important because it combines 225 individual research studies through a technique called meta-analysis.
  • active approaches privilege “what the student does”. Courses built around active learning require students to spend class time engaged in meaningful tasks that lead to learning. These tasks might be online or face-to-face; solo or in a group; theoretical or applied. Most of our popular learning and teaching buzzwords at the moment are active approaches: peer instruction, problem-based learning, and flipping the classroom are all focused on students spending precious class time doing, not listening.
Doris Reeves-Lipscomb

Colleges looking beyond the lecture - The Washington Post - 0 views

www.washingtonpost.com/...gIQA7iUaGR_story.html

colleges lecture Washington_Post design learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 22 Oct 15 - No Cached
  • rethink
  • Faculty are learning to make courses more active by seeding them with questions, ask-your-neighbor discussions and instant surveys.
  • “active learning.” Students are working experiments, solving problems, answering questions — or at least registering an opinion on an interactive “smartboard” with an electronic clicker.
  • ...8 more annotations...
  • lecture model
  • Mazur has developed an interactive teaching technique called peer instruction, in which the lecture is broken into chunks. Between topics, Mazur poses questions and students work together to answer them.
  • reduced the lecture to a commodity
  • lectures and posts them online as homework,
  • time in the lecture hall as a sort of “office hours for everybody,
  • Class time is devoted to writing programs and solving problems, with students working together and posting solutions on a projected screen.
  • put lectures online.
  • Active learning is hard work. Students say the interactive classes are more taxing than any lecture.
  • Doris Reeves-Lipscomb on 22 Oct 15
     
    article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter.
  • Doris Reeves-Lipscomb on 22 Oct 15
     
    article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter. 
‹ Previous 21 - 33 of 33
Showing 20▼ items per page