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"A Parent's Guide to 21st-Century Learning Discover the tools and techniques today's teachers and classrooms are using to prepare students for tomorrow -- and how you can get involved. More Resources: How to Strengthen Parent Involvement and Communication A Teacher's Guide to Generation X Parents Facebook Group for Parents blue cover with students Six Tips for Brain-Based Learning By understanding how the brain works, educators are better equipped to help K-12 students with everything from focusing attention to increasing retention. More Resources: Neuro Myths: Separating Fact and Fiction in Brain-Based Learning Brain-Based Learning: Resource Roundup Big Thinker: Neurologist Judy Willis on the Science of Learning Yellow cover with students Ten Tips for Classroom Management Learn how to improve student engagement and build a positive climate for learning and discipline for grades K-12. More Resources: How to Develop Positive Classroom Management Classroom-Management Video Tips for Teachers Positive Discipline Strategies Yield Quick Results Purple cover with faces framed in circles Top Ten Tips for Teaching with New Media Whether you're new to teaching or a classroom veteran, this resource-packed collection of 10 new media tips provides fresh ideas and easy-to-use tools to engage your students and make learning more collaborative. (Updated: 6/14/11) More Resources: Twittering, Not Frittering: Professional Development in 140 Characters Google for Educators: The Best Features for Busy Teachers Social Media in Education: The Power of Facebook Blue 2010 cover with faces framed in circles Summer Rejuvenation Guide Whether it's reading a good book or starting a new hobby, this resource-packed guide highlights ten fun ways to spend your summer. (Updated: 5/24/11) More Resources: Teacher-Tested Travel Grants Creating a Summer Reading Network How to Create a Professional Learning Community Orange c

" What makes a learning organisation (Word, 43kb) This document explores the characteristics of a learning organisation Find out what your learning style is (Word, 52kb) An activity you could do with your staff or users to discover their preferred learning styles Defining learning: outline for a training session (Word, 52kb) This training session is designed to be used with groups of up to 15 staff, working with a facilitator to help them explore the broad definition of learning adopted by Inspiring Learning. The session should run for up to 1.5 hours. Building a learning team (Word, 58kb) A document to support you to build a learning team. It identifies that a balance needs to be struck between achieving a task and providing opportunities to reflect on the process itself to promote individual and collective learning within your organisation."

World Without Walls: Learning Well with Others How to teach when learning is everywhere. By Will Richardson Facebook 16 Twitter 25 Share 136 Email Four teachers from High Tech High. Bringing Their A-Game: Humanities teacher Spencer Pforsich, digital arts/sound production teacher Margaret Noble, humanities teacher Leily Abbassi, and math/science teacher Marc Shulman make lessons come alive on the High Tech campuses in San Diego. Credit: David Julian Earlier this year, as I was listening to a presentation by an eleven-year-old community volunteer and blogger named Laura Stockman about the service projects she carries out in her hometown outside Buffalo, New York, an audience member asked where she got her ideas for her good work. Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Stockman's readers -- each represented by a little red dot -- come from all over the world. 1 She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Stockman in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago. Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wisdom and experiences of the more than one billion people now online but also to connect with them to further our understanding of the global experience and do good work together. These tools are fast changing, decidedly social, and rich with powerful learning opportunities for us all, if we can figure out how to leverage their potential. For e

The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.

"Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"

Bereiter and Scardamalia (1996) argue that there is a difference between learning and knowledge building. Learning is activity directed towards improving personal knowledge. Knowledge building is trying to improve knowledge itself by considering ideas in regard to their strengths, weaknesses, applications, limitations, and potential for further development. Both learning and knowledge building are needed in schools. This paper traces the development of both in a Grade 5/6 classroom studying physical science. Knowledge transforming discourse is central to knowledge building because it is the means through which knowledge is formed, criticized, and amended (Scardamalia, Bereiter & Lamon, 1994). In this knowledge building classroom, the capacity for transformative discourse was afforded by Knowledge Forum® and classroom processes. Our paper deals with how this class engaged in the process of articulating and changing their learning goals as they reflected on and evaluated their class' knowledge building progress. Our sources of data come from discourse in the Knowledge Forum® database and videotapes of classroom discussion. A second set of analyses designed to capture students' activity in the database used data from the Analytic Toolkit, a suite of tools designed to track each student's use of Knowledge Forum. A third set of measures came from a pretest and post-test of students' knowledge of physical science. Our results showed that students who engaged in knowledge building discourse around central features of physical science also improved their learning.

John W. Pelley, Ph.D. author of "SuccessTypes In Medical Education" Survival Strategy Learning Style Type Indicator he developed the SuccessTypes Survival Strategy as a realistic way of helping at-risk medical students improve their academic performance. If you are currently at-risk, you are dealing with several big problems at once. The root problem is probably not what you fear, that is, that you are not smart enough. Instead, the problem is probably in the way you learn, your learning style. Secondary problems are: 1) coping with the panic that sets in as the threat of failure becomes increasingly real, 2) coping with the challenge to your self identity as a successful student, and 3) coping with an increasing mountain of new material. "

Learning is a latent construct - we cannot observe or explain it directly. Many theories have been forwarded to explain what occurs during learning. The resources in this section provide a brief introduction to this area and are organised as such:

A number of researched-proven learning theories are ideal for use with response technologies. Teaching strategies that were difficult to implement become ideal with the use of immediate feedback in the learning environment.

The authors argue that design-based research, which blends empir- ical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design- based researchers' innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and ad- vance theories of learning and teaching in complex settings. Design- based research also may contribute to the growth of human capacity for subsequent educational reform.

Background: Social Learning is the utilization of Social Networks and Social Technology for specific organizational learning outcomes. This survey was designed in our LAB to take a quick pulse of learning colleagues around the globe on current implementations and plans for Social Learning. Elliott Masie comments are indicated in BLUE below each question: 1.

Welcome to the companion website to our ELI presentation on Assessing Learning Spaces. We have made many of our instruments and resources available for your reference. However, since we have worked in cooperation with several institutions and modified their instruments for our use, we'd ask that you contact them directly to get permission to do the same. The San José State University Academic Success Center opened in October 2006 with a goal to increase student success by providing 21st-century technology, informal and formal learning spaces, and the services and support. The objective was to build an integrative center that provides students with an innovative space and technology tools for collaboration and promotes faculty pedagogical innovation through the use of our Incubator Classroom, winner of the 2007 Campus Technology Innovators Award. By combining physical space, technology tools, and an intensive professional development program, the ASC exemplifies a new synergistic model for the campus.

n a living educational theory approach to action research, individuals hold their lives to account by producing explanations of their educational influences in their own learning in enquiries of the kind, 'How am I improving what I am doing?' They do this in contexts where they are seeking to live the values they use to give life meaning and purpose as fully as they can. The living educational theories of professional educators and other practitioner-researchers usually explain their educational influences in the learning of their students and can also explain their educational influences in the learning of social formations. See www.actionresearch.net/writings/livtheory.html.

Learning Circle Model and Phases; Specific Learning Groups addressed: Elem/HS students/university students/teachers/action researchers, evaluation researchers/other

Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

We provide professional development for 21st century educators. Our brand of job-embedded learning is built around social media and Web 2.0 tools. Our participants are part of intensive, organic, learner-directed, collaborative communities of practice that focus on leveraging emerging technologies as tools for deep learning and principled change.

I developed the SuccessTypes Survival Strategy as a realistic way of helping at-risk medical students improve their academic performance. If you are currently at-risk, you are dealing with several big problems at once. The root problem is probably not what you fear, that is, that you are not smart enough. Instead, the problem is probably in the way you learn, your learning style. Secondary problems are: 1) coping with the panic that sets in as the threat of failure becomes increasingly real, 2) coping with the challenge to your self identity as a successful student, and 3) coping with an increasing mountain of new material.

Reflections from ASTD TechKnowledge regarding the "Formal vs Informal Debate"

"This site is designed to provide information about instructional design principles and how they relate to teaching and learning. Instructional design, also know as instructional systems design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use instructional technology or educational technology as tools for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction. Obviously paying attention to "best practices", and innovative teaching methods will make any instructional design model more effective."

EXCELLENT article about Social Learning