Group items tagged

"W hat are your learning outcomes for all of your students?" "Do your students know that these are your expectations?" "Do students understand the relationship between their demonstrated achievement of your learning outcomes and their preparation for future success in life and work?"

"The case for learning out loud extends beyond the development of effective communication skills. An asynchronous, multimodal learning environment that invites students to verbally converse with one another has been shown to improve the social and emotional elements of learning." (also see http://www.slideshare.net/brocansky/learning-outloudsept2014)

Join a community of learners, do-ers and teachers. Journey through a Design Thinking experience, apply it in the real world, and go forth and teach others the methodology. This is a paired activity, so there must be an even number of participants. Internet connection, a large screen or projector with sound.

French university École 42 torches the instruction manual on how to educate software engineers. It eliminates teachers. It doesn't make students memorize facts, or even buy books. There's no syllabus or curriculum to be found anywhere in the school's Paris headquarters. And to top it off, it doesn't charge students any tuition or fees.

A comparison of Netflix "binge viewing" with new models of "binge learning" for online classes. Do students learn better on their own schedule? How to combine both? 

Great example of a course syllabus (with excellent list of readings - Want!) about creativity, design, and "hacking". What would a class like this look like in a hybrid format?

An article about the emerging idea that independent game developers would fit well with the edu-games market. I think it's interesting to see a summary of the current edu-games rockstars, and to think about the future of working with 3rd parties. (honestly not sure if it's a growing market or a bad idea. While we drool over polished edu-games and simulations for some classes, it also seems like teachers ALWAYS want some customization for thier course. which most 3rd party developers aren't setup to deliver. sooo. maybe the real takeaway is that schools will all end up having an edu-games department! i hope... :)

Great description of using twitter in an English literature / history class in order to help students make the connections and see the bigger picture.

"Based on their research, Velegol, Mahoney, and Zappe have the following suggestions for faculty interested in flipping: (1) Keep the video segments less than 10 minutes, (2) review the material in class for less than 20 minutes, (3) give students time in class to work on real-life and relevant problems or projects that are traditionally done at home, and (4) provide at least weekly assessments to keep the students on track."

Resource guide for vocational education, including links to career exploration, job market, workforce development, employment skills, trade and technical schools, occupational related reference sites, and more.

Pocket Anatomy's human anatomy Apps assist medical and healthcare students study and prepare for their human anatomy exams via their iPad, iPhone or iPod Touch Apple device.

I thought this was a funny and insightful explanation into why smart academics find it impossible to write directly or clearly. It's kinda long (ironically?) but eventually starts listing a few good (specific) insights. Thought yall might enjoy from a "how can we improve communication and content" perspective.

Great article -- and a real issue in some online courses, where we often need more of a technical writing style, such as numbered lists for directions instead of super-long paragraphs. Thanks for sharing!

What is it? This summary of research on Project Based Learning also appears in the BIE book PBL for 21st Century Success. It provides a quick look at key studies showing PBL's positive effects on student academic achievement, mastery of 21st century competences such as problem-solving and critical thinking, addressing the needs of diverse learners and closing achievement gaps, and increasing students' motivation to learn.

Abstract: This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

"The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests.

"Specifically, students who reported being highly engaged connected ideas from other courses, changed their understanding of a topic or concept, found connections between their learning and societal problems, and had fun. . . . "What students in online classes seek is connection--to oneself, to others, and/or to course material."

Key finding: "A strong majority of those who have taught online, 71 percent, say doing so has helped them develop skills and practices that have improved their teaching both online and in person. More than seven in 10 say online teaching has enabled them to think more critically about how to engage students with content, better use multimedia content and better use the learning management system."

"One of the biggest misunderstandings about online learning is that it has to be limited to things that can be done in front of a computer screen. Instead, we need to reimagine online courses as something that can enable the interplay between offline activities and digital augmentation. . . . We need to focus . . . more on finding ways to robustly capture evidence of offline learning that can be validated and critiqued at scale by peers and experts online."

This is a handy rubric to assess the suitability of e-learning tools for teaching and learning. Criteria cover functionality; accessibility; technical (e.g., LMS integration); mobile design; privacy/rights; and social, teaching and cognitive presence.