Group items tagged

"We are moving away from the model in which learning is organized around stable, usually hierarchical institutions (schools, colleges, universities) that, for better and worse, have served as the main gateways to education and social mobility. Replacing that model is a new system in which learning is best conceived of as a flow, where learning resources are not scarce but widely available, opportunities for learning are abundant, and learners increasingly have the ability to autonomously dip into and out of continuous learning flows." Hat tip to Jason Finley:  ttps://groups.diigo.com/group/vermont-education/content/user/jdfinley 

Student friendly learning spaces for the way kids really learn.  Comfort helps learning.  Discomfort hurts learning.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent  characteristics of meaningful learning environments: active, constructive, goal directed  (i.e.reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra,  2003). The TIM associates five levels of technology integration (i.e., entry, adoption,  adaptation, infusion, and transformation) with each of the five characteristics of  meaningful learning environments. Together, the five levels of technology integration and  the five characteristics of meaningful learning environments create a matrix of 25 cells.

"As school boards address the overall challenge of social media use within schools, they should focus on the reality that the impact no longer lies only on the individual and local schools. Social networks include students and teachers all over the world and, therefore, teaching and coaching on digital literacy for teachers and students is where the focus should rest. Knowing how to build successful communities of learning and how to integrate social connectivity within a learning environment is a much more needed outcome than finding a way to control and monitor specific users and content."

A university's perspective, but here's what flexible teaching and learning might include.  Lots of overlap with technology.

Kids learn from teachers, peers, and the physical environment.  Video about flexible, connected, adaptive spaces and furnishings designed with adolescents' physicality and 21st century learning in mind.

Beyond differentiation: blended learning to use technology for learning. New teaching environment.

According to TLE team member Owen Milne, this site is "the go-to for understanding the ongoing relationship between pedagogy-space-technology as it relates to designing and managing active learning environments."

Form followed function at school in Minneapolis based on students doing real work, feeling welcome in learning environments.

A powerpoint that poses good questions about flexibility in teaching and learning.  Like all good powerpoints, it's mostly pictures and few words - too bad in this case, because I'd love to hear what the presentation was about.

TED talk on how to make science fun to learn

Subtitled "Designing for the Future of Learning."  About school design, includes Noble High School (ME) plans and photos.

The blog of "Shelley Wright, who beautifully blogged her journey from stand-and-deliver teaching at the front of the classroom to an inquiry-based, technology-rich approach that found her learning along with her students," according to Will Richardson.

This is a fantastic article, based on how life-long learning is changing in the digital age.