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wlampner

Design Matters « higher education management group - 2 views

highereducationmanagement.wordpress.com/...design-matters

elearning_design design LWT2011

shared by wlampner on 09 Nov 11 - No Cached
  • growing recognition that design is not simply about making products attractive
  • easier to use, fit better into the flow of people’s lives, suit the needs of a broader range of end-users, increase productivity, and even influence emotions (which in turn can influence cognition).
  • digital higher education – both its software and content – has managed to remain untouched by good design.
  • ...19 more annotations...
  • esign is not even on the agenda
  • just like educators.
  • design and education have remarkably similar objectives
  • Design
  • quality of design in screen-based environments dramatically influences the end-user’s experience.
  • passive form of communication
  • Both design and education attempt to leverage the user’s existing knowledge
  • maximize the audience’s retention of relevant information
  • seeks to make the complex simple
  • move beyond a one-way
  • the end-user become an active participant in the process
  • y organizing the user’s attention; encouraging them to focus on what the designer/educator feels is most important.
  • establishing a competitive difference for institutions
  • students approach education like consumers
  • seeking out meaningful differences
  • Thoughtfully designed software and content can serve as a competitive differentiators
  • tangible; students can see (and experience) the difference
  • few institutions have the talent and resources in place to leverage design
  • Nimble and intelligent institutions can use design to stake out a significant difference
wlampner

The Making of a Teaching Evangelist - The Chronicle of Higher Education - 1 views

chronicle.com/...236706

problem_based_learning active_learning lecture

shared by wlampner on 20 Jun 16 - No Cached
  • Mr. Mazur realized what he had really been teaching them: to memorize formulas.
  • Joy is not a word that often describes the lecture.
  • One humanities professor wrote last year that lectures work because they demand that students pay close attention, connect ideas, and understand how to build an argument.
  • ...22 more annotations...
  • Mr. Mazur wondered whether lecturing was an ethical teaching choice.
  • a lecture is only as passive as the listener
  • Students learn when they think about what they’re hearing and organize it into salient points. "This places the responsibility for learning on the student,
  • modern zeitgeist places the responsibility on the instructor.
  • Lecturing, he says, serves another important purpose. It reaffirms the importance of expertise and allows students to see how an expert role-models the process of working through a problem.
  • Learning is not a spectator sport,"
  • Lectures are inexpensive for institutions, allowing hundreds of students to be assigned to one faculty member.
  • Mr. Mazur often likes to cite education research suggesting that students overestimate how much they learn from a smoothly delivered lecture.
  • The lecture creates the perfect illusion
  • Students read material before class on an online platform
  • Students post comments on the reading and respond to one another’s annotations
  • comments drive the next class.
  • o answer each problem, students do four things: articulate the problem in their own words, devise a plan to answer it, execute it, and evaluate how well it worked.
  • omplete the problem sets alone before class and work in teams during it to correct errors
  • not graded on how correct their answers are but on their effort and their accuracy in judging how well they understood the problem.
  • udents do complete five hourlong "Readiness Assurance Activities" during the semester. In the first half-hour they solve the problems alone; they can consult the internet but not one another. In the second, they go over the problems again, this time with their teams. Their scores reflect individual mastery and collective contribution.
  • Project-based learning is the center of the new course. Students work in teams. Many projects have low-stakes competitions attached to them, like constructing the most secure safe by using magnets as locks. Other projects have an explicit social benefit, like building musical instruments for an orchestra for poor children in Venezuela.
  • Mr. Mazur has moved himself far offstage; he missed about 40 percent of the meetings this past semester. Class just rolls on without him.
  • Peers, Mr. Mazur says, are a far greater source of motivation than a professor.
  • His syllabus dedicates two paragraphs to the virtues of failure
  • They should see failures, he writes, as "learning opportunities, not negatives, as steppingstones to success."
  • Repeated failure, as he has learned, is necessary for success.
wlampner

U.S. Department of Education Expands Innovation in Higher Education through the Experim... - 0 views

www.ed.gov/...education-through-experimental

TPG_Grant CBE USDOE

shared by wlampner on 23 Jul 14 - No Cached
  • The Department took those suggestions, and will be providing institutions with greater regulatory flexibility to design and test new approaches to student financial aid designed to meet the need of these students through several new experiments that will: Enable students to earn federal student aid based on how much they learn, rather than the amount of time they spend in class by providing federal aid to students enrolled in self-paced competency-based education programs. Provide flexibility for an institution to provide a mix of direct assessment coursework and credit hour coursework in the same program. Allow the use of federal student aid to pay for prior learning assessments, which can allow students—including returning adults or veterans—to decrease their time to get a degree.
  • Institutions that apply for and are granted these limited waivers would be able to have more flexibility over a portion of their federal student aid in order to implement experiments suggested by colleges, universities and the higher education community. Applications for the new experiments will be due in late September
  • Department is also announcing today that it will collaborate with the Department of Labor to develop a $25 million grant competition for an Online Skills Academy to support the development of a platform to enable high-quality, free or low-cost pathways to degrees, certificates, or other employer-recognized credentials
  • ...1 more annotation...
  • release a notice inviting applications this week for a $1.5 million grant to study online education which will contribute to the growing body of evidence about what works in online education, especially for low-income and first-generation students.
wlampner

Innovative Pedagogical Approaches for Higher Education - 0 views

reimagine-education.com

education contest elearning blended innovation

shared by wlampner on 05 Mar 15 - No Cached
  • REIMAGINE EDUCATION The global awards for innovative higher education pedagogies enhancing learning and employability
  • Despite years of discussion about the need to reform higher education most programs, whether academic or private enterprise, still rely on traditional pedagogical approaches that center on "teaching" (not learning) and often remain isolated from the demands of employers.
  • The Wharton-QS Stars Awards 2014: Reimagine Education took place on December 9th in Philadelphia.
  • ...1 more annotation...
  • global competition received submissions from 427 universities and enterprises from 43 countries with 21 awards judged by a panel of 25 international experts – a 'who’s who' of higher education.
  • wlampner on 05 Mar 15
     
    Oscars of innovation in higher education. Maybe some ideas here that could inspire our faculty to think outside the box?
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